The NOHS Ethical Standards for Human Service Professionals (NOHS, 2015) emphasizes that both human service professionals-in-training, as well as human service educators, have a responsibility to address any physical, psychological, or emotional problems that might prevent them from achieving competence and performing adequately and ethically (see Standard 35). The HMSV faculty take a serious view of the supervision of student professional development. Completion of this program equips students to become human service professionals. Our concern for the quality of the students enrolled in our program who may eventually enter helping professions may at times lead us to question the ability of specific students to function at a satisfactory professional level.
The HMSV program requires students to conduct themselves as professionals-in-training. As such, students are expected to act in a manner that displays the highest regard for clients, faculty, supervisors, advisors, and other students. Students are also expected to demonstrate personal qualities that are required for professional helpers (e.g., ability to listen empathically and accurately, ability to engage effectively with a wide diversity of clients and settings, ability to work in an effective manner with other research, medical, legal, educational, and helping professionals across disciplines). This professional behavior is expected both in the classroom and other relevant professional settings (e.g., when conducting research, on internship and other field experiences, when interacting with faculty and peers).
Interpersonal, professional, and ethical skills:
Each student is expected to demonstrate effective interpersonal and professional skills considered necessary to the human services field.
These skills include the ability to:
- Function effectively with fellow students and faculty,
- Be open and adaptable in relating with many different kinds of people,
- Demonstrate self-awareness by an openness to self-examination and a commitment to personal and professional growth and development, and
- Cope with the stressors presented by the expectations of all academic requirements as well as the outside stressors such as jobs and family situations.
Additionally, each student is expected to adhere to the most recent version of the NOHS’s Ethical Standards. We will expect students to conduct themselves in a professional manner at all times with faculty, fellow students, and university staff.
Accreditation
Professionalism also entails reaching out for help. If at any time, a student is struggling with anything interpersonal or professional because of life issues (e.g., loss, illness, medical or mental health concerns), the HMSV faculty are here to support. Students who experience mental health concerns that cause them to be impaired during their training will be referred to Student Outreach and Support Services. The purpose of this plan will be to support the student in obtaining the care they need to be successful in their program.
Professionalism during Internship is especially important, since it is students’ gateway into the human services field of practitioners.
It includes the following abilities, at a minimum:
- Arrive on time to the site/meeting/class/appointment/session, etc., and remain until the agreed upon time
- Treat all clients, staff, supervisors and faculty with respect
- Take initiative at the site concerning involvement in fieldwork activities
- Demonstrate professional courtesy when taking personal calls and/or using electronic media
- Complete required documentation in a timely manner
- Interact with peers appropriately
- Give constructive feedback to peers
- Receive constructive feedback from peers/faculty/supervisors/advisors
- Respects others’ opinions
- Openness to inclusion and community
- Works well with others during group assignments/tasks
- Adherence to all the NOHS Ethical Standards for Human Service Professionals
- In person, phone, written, and electronic communications are professional/polite/respectable
- Interactions with instructors and supervisors are professional and respectful
- Attention to personal hygiene, always including dressing professionally for the setting, and avoiding clothing that is revealing, disheveled, or inappropriate
- Maintains appropriate professional boundaries (e.g., dual/multiple relationships, not working with family/friends)
- Suitability for the profession of human services
Human services students are considered professionals-in-training. As such, they are expected to act in accordance with ethical and professional standards. Some of these standards extend beyond one’s professional roles, including conduct in public settings and forums. Given the pervasive use of social media, it is important to be sensitive to these standards when engaged in online behavior.
Some forms of unprofessional online behavior would include posting inappropriate pictures, making insensitive or disrespectful comments about specific others (e.g., clients, other students, faculty, supervisors) and/or groups of others (e.g., those from a different culture, religion), and taking pictures or videos of any clients, employees, or others associated with internship and field experiences. If a student engages in unprofessional conduct online, HMSV faculty can take action, such as initiating a Professional Development Plan. Continuous or severe violations will lead to a Corrective Action Plan (CAP).
Students are reminded that while participating in the fieldwork experience, they are trainees. Therefore, for their safety, services should not be performed with the following clients without the direct presence (live supervision) of a qualified supervisor:
- Clients who are actively psychotic
- Clients who are persistently violent
- Clients with severe psychiatric diagnoses
- Clients receiving home visits
Additionally, there are some activities that should never be performed by trainees under any circumstances:
- Transporting clients in the trainee’s vehicle
- Providing fieldwork services in any location other than those approved by the site placement
- Physically restraining clients
- Intervening with altercations between clients
- Providing fieldwork services to any client known to be under the influence of a substance
- Dispensing medication
Students who feel that a client’s needs are beyond the scope of their comfort level or competence should share their concerns with their site supervisors and faculty instructors immediately. Engaging in the aforementioned activities may result in removal from fieldwork and a corrective action.
Human Service professionals and students are required to attempt to resolve concerns with direct and open communication with the individual(s) with whom there is a concern. Individuals are obligated to address concerns informally during an in-person meeting as a means of information exchange and/or conflict resolution. If resolution is not reached following the in-person discussion, the person with the concern may address it with the next appropriate person (see below).
All students and faculty who have a concern with a peer/colleague, instructor, or site supervisor must adhere to the following chain of communication, and only move up a step if a mutual resolution between both parties cannot be found. Most problems can be addressed through open, respectful discussion with the direct parties concerned:
- In-person discussion with the other party (when the other party is a peer/colleague, instructor, or site supervisor)
- Discussion with instructor (when the other party is a peer/colleague or site supervisor)
- Discussion with HMSV Program Director
- Discussion with Department Chair
- Discussion with College Dean for Student Affairs and Engagement
This mode of communication is necessary to foster ethical behavior and a professional atmosphere in the HMSV program. Students, faculty, or site supervisors who attempt to bypass this chain of communication will be directed back to the appropriate person to address the concern.
Furthermore, communication using email or Smartphones should follow the same high level of professionalism as verbal communication. Prior to sending an electronic message, the following expectations should be followed: correct salutations should be used when appropriate (e.g., Dr., Professor), use of slang should be avoided, and grammar and spelling should be correct.
In the human services field, dual/multiple relationships should be avoided whenever possible (see NOHS code of ethics). It is the human service professional’s responsibility to ensure that the client is not harmed or exploited by dual/multiple relationships. Students are expected to be honest with HMSV Faculty regarding any dual/multiple relationship when selecting a fieldwork site; founded incidents of dishonesty regarding dual/multiple roles may result in corrective action or program dismissal.
Placements Where Students Are Current or Former Clients
Students are not permitted to select a fieldwork site or obtain hours at a site where they are currently receiving or have received counseling, therapy, treatment, or other services within the past 7 years.
Placements Where Students Are in a Supervisory or Authoritative Role
Students are not permitted to select or obtain hours at a site where they are in a position to make employment, human resource, or managerial decisions regarding employees, especially those who may act in the role of site supervisor.
The Human Services Program Faculty hold regular program meetings each semester which include discussions of student progress and concerns. Any faculty member may raise a concern regarding a particular student whom the faculty member is advising, supervising, and/or instructing. These concerns are reported to the Professionalism Committee, which is a committee of 3 or more HMSV faculty responsible for recording professionalism issues and for facilitating a Professional or Corrective Action Plan. A discussion then ascertains if other faculty have similar concerns. Student concerns can include but are not limited to: social/emotional/psychological functioning, difficulty completing assignments, poor academic performance, clinical skill deficits, an unwillingness to participate in class discussions, inability to receive feedback during supervision, frequent absences, unprofessional conduct with instructors, supervisors, and/or peers, and/or violations of departmental or program policies, ethical codes, or internship site program policies.
Remediation strategies faculty may engage include but are not limited to:
- Consult about student with other faculty
- Talk with student about perceived problem
- Increase informal communication and interactions with student
- Assign readings related to human services, supervision, or skills
- Complete a plagiarism tutorial and test
- Submit papers for plagiarism checking
- Review professionalism Webinars or other resources
- Write a personal conduct statement
- Increase supervision of interns work on site
- Obtain tutoring
- Provide a referral for personal counseling
- Provide a referral for psychological or psychiatric assessment
- Assign a peer mentor for trainee to shadow
- Shift internship work caseload
- Assign a co-helper
- Require to repeat coursework
- Require to repeat internship in human services
- Write a letter of concern
- Develop a written remediation plan
- Counsel out of the program or field
- Dismiss from the program
Professionalism also entails reaching out for help. If at any time, a student is struggling with anything interpersonal or professional because of life issues (e.g., loss, illness, medical or mental health concerns), the HMSV faculty are here to support. Students who experience mental health concerns that cause them to be impaired during their training will be referred to Student Outreach and Support Services. The purpose of this plan will be to support the student in obtaining the care they need to be successful in their program.
Professionalism during Internship is especially important, since it is students’ gateway into the human services field of practitioners.
It includes the following abilities, at a minimum:
- Arrive on time to the site/meeting/class/appointment/session, etc., and remain until the agreed upon time
- Treat all clients, staff, supervisors and faculty with respect
- Take initiative at the site concerning involvement in fieldwork activities
- Demonstrate professional courtesy when taking personal calls and/or using electronic media
- Complete required documentation in a timely manner
- Interact with peers appropriately
- Give constructive feedback to peers
- Receive constructive feedback from peers/faculty/supervisors/advisors
- Respects others’ opinions
- Openness to inclusion and community
- Works well with others during group assignments/tasks
- Adherence to all the NOHS Ethical Standards for Human Service Professionals
- In person, phone, written, and electronic communications are professional/polite/respectable
- Interactions with instructors and supervisors are professional and respectful
- Attention to personal hygiene, always including dressing professionally for the setting, and avoiding clothing that is revealing, disheveled, or inappropriate
- Maintains appropriate professional boundaries (e.g., dual/multiple relationships, not working with family/friends)
- Suitability for the profession of human services
Human services students are considered professionals-in-training. As such, they are expected to act in accordance with ethical and professional standards. Some of these standards extend beyond one’s professional roles, including conduct in public settings and forums. Given the pervasive use of social media, it is important to be sensitive to these standards when engaged in online behavior.
Some forms of unprofessional online behavior would include posting inappropriate pictures, making insensitive or disrespectful comments about specific others (e.g., clients, other students, faculty, supervisors) and/or groups of others (e.g., those from a different culture, religion), and taking pictures or videos of any clients, employees, or others associated with internship and field experiences. If a student engages in unprofessional conduct online, HMSV faculty can take action, such as initiating a Professional Development Plan. Continuous or severe violations will lead to a Corrective Action Plan (CAP).
Students are reminded that while participating in the fieldwork experience, they are trainees. Therefore, for their safety, services should not be performed with the following clients without the direct presence (live supervision) of a qualified supervisor:
- Clients who are actively psychotic
- Clients who are persistently violent
- Clients with severe psychiatric diagnoses
- Clients receiving home visits
Additionally, there are some activities that should never be performed by trainees under any circumstances:
- Transporting clients in the trainee’s vehicle
- Providing fieldwork services in any location other than those approved by the site placement
- Physically restraining clients
- Intervening with altercations between clients
- Providing fieldwork services to any client known to be under the influence of a substance
- Dispensing medication
Students who feel that a client’s needs are beyond the scope of their comfort level or competence should share their concerns with their site supervisors and faculty instructors immediately. Engaging in the aforementioned activities may result in removal from fieldwork and a corrective action.
Human Service professionals and students are required to attempt to resolve concerns with direct and open communication with the individual(s) with whom there is a concern. Individuals are obligated to address concerns informally during an in-person meeting as a means of information exchange and/or conflict resolution. If resolution is not reached following the in-person discussion, the person with the concern may address it with the next appropriate person (see below).
All students and faculty who have a concern with a peer/colleague, instructor, or site supervisor must adhere to the following chain of communication, and only move up a step if a mutual resolution between both parties cannot be found. Most problems can be addressed through open, respectful discussion with the direct parties concerned:
- In-person discussion with the other party (when the other party is a peer/colleague, instructor, or site supervisor)
- Discussion with instructor (when the other party is a peer/colleague or site supervisor)
- Discussion with HMSV Program Director
- Discussion with Department Chair
- Discussion with College Dean for Student Affairs and Engagement
This mode of communication is necessary to foster ethical behavior and a professional atmosphere in the HMSV program. Students, faculty, or site supervisors who attempt to bypass this chain of communication will be directed back to the appropriate person to address the concern.
Furthermore, communication using email or Smartphones should follow the same high level of professionalism as verbal communication. Prior to sending an electronic message, the following expectations should be followed: correct salutations should be used when appropriate (e.g., Dr., Professor), use of slang should be avoided, and grammar and spelling should be correct.
In the human services field, dual/multiple relationships should be avoided whenever possible (see NOHS code of ethics). It is the human service professional’s responsibility to ensure that the client is not harmed or exploited by dual/multiple relationships. Students are expected to be honest with HMSV Faculty regarding any dual/multiple relationship when selecting a fieldwork site; founded incidents of dishonesty regarding dual/multiple roles may result in corrective action or program dismissal.
Placements Where Students Are Current or Former Clients
Students are not permitted to select a fieldwork site or obtain hours at a site where they are currently receiving or have received counseling, therapy, treatment, or other services within the past 7 years.
Placements Where Students Are in a Supervisory or Authoritative Role
Students are not permitted to select or obtain hours at a site where they are in a position to make employment, human resource, or managerial decisions regarding employees, especially those who may act in the role of site supervisor.
The Human Services Program Faculty hold regular program meetings each semester which include discussions of student progress and concerns. Any faculty member may raise a concern regarding a particular student whom the faculty member is advising, supervising, and/or instructing. These concerns are reported to the Professionalism Committee, which is a committee of 3 or more HMSV faculty responsible for recording professionalism issues and for facilitating a Professional or Corrective Action Plan. A discussion then ascertains if other faculty have similar concerns. Student concerns can include but are not limited to: social/emotional/psychological functioning, difficulty completing assignments, poor academic performance, clinical skill deficits, an unwillingness to participate in class discussions, inability to receive feedback during supervision, frequent absences, unprofessional conduct with instructors, supervisors, and/or peers, and/or violations of departmental or program policies, ethical codes, or internship site program policies.
Remediation strategies faculty may engage include but are not limited to:
- Consult about student with other faculty
- Talk with student about perceived problem
- Increase informal communication and interactions with student
- Assign readings related to human services, supervision, or skills
- Complete a plagiarism tutorial and test
- Submit papers for plagiarism checking
- Review professionalism Webinars or other resources
- Write a personal conduct statement
- Increase supervision of interns work on site
- Obtain tutoring
- Provide a referral for personal counseling
- Provide a referral for psychological or psychiatric assessment
- Assign a peer mentor for trainee to shadow
- Shift internship work caseload
- Assign a co-helper
- Require to repeat coursework
- Require to repeat internship in human services
- Write a letter of concern
- Develop a written remediation plan
- Counsel out of the program or field
- Dismiss from the program
Fitness for the Profession Procedures
When a concern has been identified, the following procedures are followed to ensure the student’s continued success in the program:
If a student is found to be lacking in academic progress or professional conduct, a Professional Development Plan may be initiated by either the student’s course instructor, site supervisor, or Program Director directly. A Professional Development Plan is a non-punitive agreement that identifies the concerns, outlines specific strategies for improvement, and provides a timeline for completion. The Plan allows students to address the concerns informally without further penalty. The Professional Development Plan is initiated and monitored by the Professionalism Committee and is signed by the student and the Program Director. A copy is retained by the student and Program Director.
Any student who demonstrates continued or moderate academic, skills, ethical, or professional conduct concerns may be placed on a Corrective Action Plan (CAP). A CAP is considered a formal warning to the student, and is discussed during a meeting with the student, the faculty/supervisor, and the Program Director. A student requiring a CAP will be notified by the Professionalism Committee or the Program Director. The CAP clearly identifies the concern(s), the requirements for addressing the concern(s), and the timeline for completion. A CAP development meeting is held to discuss the concern, develop an appropriate CAP, discuss expectations and timelines, and answer any questions. Any questions or concerns should be identified and addressed during the CAP development meeting. Requirements for resolving academic, professional, and/or ethical issues will vary based upon the nature of the concern. The CAP is monitored by the Professionalism Committee, with input from the student’s instructor and/or supervisor. It is expected that the student will fully comply with the Corrective Action Plan. Once the CAP expectations are agreed upon and signed, the student’s progress is monitored by the Professionalism Committee. A copy is signed and retained by the student, Advisor, and Program Director. Refusal by a student to sign and/or comply with a CAP will initiate the possibility of program dismissal (see next section).
If, as part of the CAP criteria, a student is asked to retake a course, it is the student’s responsibility to notify the Program Director of their grade via email immediately following the posting of grades for that course. Failure to do so could delay graduation.
If the Program believes the situation has been rectified during a probationary period, the student will be allowed to continue in the program. If the situation is not rectified, the student may be dismissed from the Program.
Any student who demonstrates an inability or unwillingness to comply with a Professional Development or Corrective Action Plan or demonstrates other severe concerns during their program of study can be dismissed from the program regardless of their status. Likewise, students who are found to be in severe violation of any university, department, program, and/or ethical policy may be dismissed from the program. A student will be informed in writing (e.g., instructor evaluations, professional development plan, CAP, email) or in person (e.g., meeting with instructor/supervisor and/or Program Director) of any serious concerns about their behavior in terms of professional conduct. When program dismissal is being considered, a meeting will be held with the Professionalism Committee, Program Director, and College Dean of Student Affairs. The student may also bring one person of support to the meeting.
The hearing will be facilitated by the Professionalism Committee and will follow the format below:
- Introductions will take place
- An explanation of why the meeting has been scheduled will be provided
- An explanation of the student’s rights will be given
- The student will be apprised of all concern(s)
- The student will be given the opportunity to address the concern(s)
- The faculty will have an opportunity to ask questions of the student
- The student will have an opportunity to ask questions of the faculty
- The Professionalism Committee will explain the next steps to the student
- The student will be excused at the conclusion of the hearing
- The faculty will discuss the information provided at the hearing and make a recommendation
- The Professionalism Committee will submit a written recommendation signed by all faculty at the hearing to the College Dean of Student Affairs
- The College Dean of student Affairs will review the recommendation and make a final decision, which will be communicated in writing to the student.
Students may appeal decisions by following up in writing to the Professionalism Committee and College Dean of Student Affairs.
Although not an exhaustive list, the faculty can recommend to the College Dean of Student Affairs immediate dismissal from the program for the following reasons:
- Serious concerns of unprofessional and/or ethical conduct
- Substandard academic performance
- Failure to comply with a Corrective Action Plan (CAP)
- Documented patterns of cheating
- Documented pattern of plagiarism
- Producing false documentation of internship hours or experiences
- Altering scores or comments on any evaluations form
- Removing client documents from a fieldwork site
- Inappropriate physical, sexual, social, or electronic contact with a client
- Audio or video taping without client or parental consent
- Being present in class or at site while under the influence of alcohol or other drugs
- Chronic absenteeism
- Instances of harassment of a peer, supervisor, client, faculty member, or instructor
- Any other serious violations of academic, University, Program, professional, or ethical policy