Abstract
This research study examined the attitudes, awareness, and behavior intentions of 114 counseling teachers in three domains related to ethics in counseling: competence, relationship with clients, and professional relationship. Results show that most counseling teachers were aware of their professional limits, and were willing to seek ways to improve their competence. Many teachers were aware of the centrality of issues such as informed consent and confidentiality in a counseling relationship, but they seldom translated their awareness into written policies and standard procedures. Whereas avoidance of dual or multiple relationships is one of the key elements in counseling ethics, a majority of counseling teachers felt that dual relationships were unavoidable in school settings. In terms of professional standing, most counseling teachers did not perceive themselves as professional counselors as they interacted with other helping professionals. The implications of findings for counseling practice in secondary schools, as well as for the development of ethical guidelines in school settings in Hong Kong were discussed.
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