1. This Code sets out the standards of ethics, practice and conduct that CCPE expects of all its members, including trainers, supervisors and assessors, and of all CCPE students.
2. In the event of a question arising about the ethical standards of professional practice or conduct of a CCPE member, trainer, supervisor, assessor or student, the following standards will apply.
3. CCPE’s Complaints Process is available in the student section of the CCPE website and on request to the CCPE Office.
4. Please note that for child psychotherapists and those staff and students who work with people under the age of 18 there is a separate, additional CCPE Code of Ethics and Professional Conduct for Child Psychotherapists. This is available on request to the CCPE Office.
Section A: CCPE Members
A.1. All CCPE full members are fully qualified practising psychotherapists who are also members of UKCP.
A.2 All CCPE members commit to abide by the UKCP Code of Ethics and Professional Practice (available on the UKCP website) and the CCPE Core Values attached here at Appendix A.
A.3. All CCPE members need to refer to UKCP Standards, Guidance and Policies as published from time to time on the UKCP website. These include (as at September 2019) guidelines on safeguarding practices and procedures, and on security and confidentiality (covering use of social media, new technology and data protection), and practice guidelines for supervisors.
A.4. As explained in the CCPE Complaints Process, complaints against CCPE members are covered by the UKCP Complaints and Conduct Process.
A.5. Any CCPE members who are also members of other professional therapeutic bodies commit to abide additionally by the ethical codes of those bodies.
Section B: CCPE Trainers, Supervisors and Assessors
B.1 CCPE trainers and supervisors are listed on the CCPE website and in the Student Handbook. A list of assessors, who conduct assessments for referral to a CCPE therapist and hold interviews for places on CCPE courses, is available on request.
B.2. CCPE trainers, supervisors and assessors are members of CCPE and of UKCP (with the exception of any trainers who hold related professional qualifications such as in psychiatry).
B.2. All CCPE trainers, supervisors and assessors are expected to be familiar with the UKCP Code of Ethics and Professional Practice and the BACP Ethical Framework for the Counselling Professions, and to have regard to any UKCP and BACP Guidelines as published from time to time on their respective websites.
B.3. CCPE expects its trainers, supervisor and assessors to pay particular attention to the following important principles:-
i. Core Values. Training is a non-exploitative activity. Its basic values are integrity, impartiality and respect. All CCPE staff are expected to take the same degree of care to conduct themselves ethically when working with one another and with students as with clients in line with our Core Values, attached at Appendix A.
ii. Confidentiality. During CCPE trainings, students share with one another, and with staff, personal matters in the confidentiality of the training setting. All staff members are expected to hold all such material respectfully in order for all to work deeply and in safety. CCPE staff are expected to lead by example in modeling safe containment of personal material and respect for confidentiality.
iii. Diversity and equality. CCPE expects everyone to respect the dignity and diversity of students, staff, clients, applicants and visitors. The ethos of CCPE is to relate to everyone respectfully, honouring individual difference without prejudice.
CCPE aims to promote equal opportunities for students, clients and staff. Personal merit and performance are the only criteria for applications to courses, assessment during courses, and staff appointments.
Any complaints are referred to the CCPE Complaints Committee (unless the matter is already addressed within the UKCP Complaints Process or falls within the clinical responsibility of a placement setting).
iv. Dual relationships. Dual relationships can give rise to confusion and conflict and could potentially be harmful.
In line with the principle set out in the UKCP Code of Ethics, CCPE staff should be aware of the power imbalance between staff and students and avoid dual or multiple relationships which might cause confusion or impact adversely on a student. This includes avoiding sexual contact or sexual relationship with students while the student is in training. Great care should also be taken to avoid any risk of exploitation such as through mutual financial or other undertakings.
CCPE expects staff and students to avoid the following dual relationships.
a. Therapist –Trainer. In the event of a trainer teaching or facilitating a student year group that includes a client of the trainer, as may be unavoidable from time to time, the trainer should discuss with the client before the training session and ensure that full opportunity is available to explore any issues arising for the client. This includes the client having opportunity to take any residual concerns to their head of year.
b. Therapist – Supervisor
c. Therapist – Marker of written work
CCPE staff members are responsible for maintaining personal and professional boundaries, and for explaining to students the reasons for the policy on dual relationships.
B.4. In the event of a CCPE Trainer or Supervisor having any concern about a CCPE student or trainee psychotherapist, the Trainer or Supervisor should in the first instance speak about the matter with the student’s current Head of Year for Diploma students or Course Tutor for other training courses. The Head of Year or Course Tutor should take responsibility for determining any ensuing course of action, in line with the relevant CCPE policies and processes.
B.5. In the event of anyone having a concern about the ethical conduct of a CCPE Trainer, Supervisor or Assessor, they should follow the guidance set out in the CCPE Complaints Process.
Section C: CCPE Students
C.1. CCPE students are all those who are currently participating in any training course offered by CCPE. At the heart of the CCPE organisation and all the courses offered by us are our Core Values (see Appendix A).
C.2. All CCPE students are expected to abide by the UKCP Code of Ethics and Professional Practice and the BACP Ethical Framework for Counselling Professions and to have regard to UKCP and BACP Guidelines as published from time to time on their websites.
C.3. All CCPE students are expected to adhere to the guidance and procedures set out in the Student Handbook and in the student section of the CCPE website about working in placements, and in the CCPE Clinic. Any questions about these matters should be raised in the first instance with the relevant course tutor or, in the case of the Diploma in Counselling and Psychotherapy, the Head of Year.
C.4. CCPE students must obtain formal approval from their CCPE Head of Year or Course Tutor before working with clients in private practice. The Head of Year or Course Tutor will have regard to each person’s stage of development and readiness for private practice, and will take into account the views of the student’s recent CCPE group supervisors, private supervisors, and, where relevant, placement supervisors. Students should follow the process set out in the relevant course handbook.
C.5. When a CCPE student has been given approval to see clients in private practice, the student must ensure that the proposed setting is suitable in terms of privacy and confidentiality. The student is expected to abide by CCPE’s requirements regarding supervision and insurance. These requirements are set out in the relevant course handbook.
C.6. Teaching and group discussion on ethical issues and on professional standards is integrated into all CCPE trainings. Regular supervision with recognised training supervisors has a particularly important part to play in the training process at CCPE. CCPE students are expected to raise and discuss with their supervisor and/or trainers any dilemmas or queries that may arise for them in their training about ethical standards and professional good practice.
C.7. CCPE expects all its students to pay particular attention to the following important principles:-
i. Best interests of the client. The best interests of the client are paramount. If in doubt, students consult their supervisor.
ii. Values. Training is a non-exploitative activity. Its basic values are integrity, impartiality and respect. All CCPE students are expected to take the same degree of care to conduct themselves ethically when working with one another as with clients in accordance with CCPE’s Core Values.
iii. Confidentiality. During CCPE trainings, students share with one another personal matters in the confidentiality of the training setting. Students are expected to hold all such material respectfully in order for all to work deeply and in safety. There is enormous value in sharing openly with one another. CCPE students acknowledge that gossip, including sharing personal information without permission, is unethical since it breaks confidentiality and safety in the group.
iv. Diversity and equality. CCPE expects everyone to respect the dignity and diversity of colleagues and fellow students, staff, clients, applicants and visitors. The ethos of CCPE is to relate to everyone respectfully, honouring individual difference without prejudice. Any complaints are referred to the CCPE Ethics and Complaints Committee (unless the matter is already addressed within the UKCP Complaints Process or falls within the clinical responsibility of a placement setting).
v. Boundaries. Care must be taken to maintain and establish appropriate boundaries (with clients and with trainers and supervisors) so that working relationships are not confused with friendship or other relationships. Intimate relationships sometimes form between students and inevitably impact on the dynamics of training groups. The Head of Year or Course Tutor should be informed so that appropriate boundaries can be put in place in the formation of groups.
vi. Competence, health and well-being. Students are expected to take responsibility for monitoring and evaluating the limits of their competence by means of supervision, tutorials or discussion with the relevant Head of Year or Course Tutor. In the event of anyone’s personal situation affecting their effectiveness, resilience and ability to work with clients, CCPE may ask them to withdraw from their practice and from the training either temporarily or permanently.
vii. Emotional support. When painful personal material arises during a training, support is available through personal therapy and through discussion with the relevant Head of Year or Course Tutor. No student, nor indeed any therapist, should seek to meet their emotional needs through their clients.
C.8. In the event of a complaint being made about the ethical conduct of a CCPE student, this will be dealt with in accordance with the procedures set out in the CCPE Complaints Process.
20th January 2022
Appendix A
CCPE Core Values
These are values that we aim to live by, reflecting ideals that we strive towards in all that we do and are.
1. The transpersonal perspective means recognising that there is a spiritual dimension underpinning everything. This is at the core of CCPE’s work and reason for being, and is the container within which all aspects of our lives are held.
2. The spirit and ethos of CCPE are characterised by humanity, compassion and heart-centeredness.
3. Authenticity and individuality are highly valued at CCPE. The unique qualities and gifts of an individual’s deeper nature (soul or individual spirit) are valued and nurtured above all and held within the greater whole.
4. CCPE aims to be open-minded and inclusive, respecting and honouring differences in religious, ideological, political, cultural and social beliefs and attitudes. We welcome people from all backgrounds and walks of life.
5. CCPE aims to foster spiritual liberty, freedom of expression, respect and tolerance; and to provide a safe and inclusive container for the CCPE community. We value the inner enrichment that arises through open and respectful engagement with different perspectives and experiences.
6. In our engagement with the important issues highlighted by the Black Lives Matter movement, we seek not only to address fearlessly any external manifestations of prejudice, bias or injustice, but also, and crucially, we seek deep understanding through our commitment to working internally with our own shadow, shining light on the ways in which each of us may be unconsciously blind, causing hurt or injustice to other human souls.
7. We seek to see and appreciate one another fully, with dignity, respect and love, through the eyes of the heart, and to recognise and affirm the inter-connectedness of us all.
8. CCPE is committed to protecting future transmission of its values through making policy and resource allocation decisions that protect the identity and integrity of the organisation.