Case Study

Taneka, a 17-year-old African-American female, is a high school junior. She is the oldest of three siblings living with her single-parent mother. Her mother has worked for the past 15 years at a manufacturing plant. Her father has not been a part of Taneka’s life.

As the oldest child, Taneka has held major responsibilities throughout her life to support her working mother, such as caring for her younger siblings: Derrick, now age 14, and Kenya, age 12. These early duties reinforced development of her natural leadership skills. Taneka has been recognized from an early age for being mature, responsible, and dependable. As her siblings have grown, she has been able to have part-time jobs, most recently as a salesperson at a teen fashion store in the local mall. It was here that she first realized she had a knack for dealing with people, and they responded well to her—employers, co-workers, and customers alike. She was recently approached by her supervisor to consider participating in the company’s employee leadership training program.

This has caused Taneka to start thinking about post-secondary education possibilities. Previously she had thought college was out of her reach, due to the limited financial resources of her family and no history of anyone in her family ever attending college. As such, she had not previously given much importance to her grades. Rather than participating in extracurricular school activities, she focused on working. She is on track for graduating with her class next year and has a current grade point average of 2.05.

Taneka is now questioning her previous assumption about college or other post-secondary educational possibilities, but she does not have a clear idea of what she would like to pursue as a career. Choosing a career and a post-secondary program to prepare for it, seeking financial support, and navigating the admissions procedure all remain mysteries to her.

Using the Taneka case scenario from your Unit 2 assignment, apply two Codes of Ethics from our professional bodies (using the most current codes). One needs to come from NCDA and the other can be of your choice from the suggested list in this unit’s studies. Embellish the case as you need to in order to apply two ethical codes to the case. For example, you can say that the counselor is starting to have romantic feelings towards the client. State which code would apply (ACA, A.5.b), and how you would handle the situation. Make sure you use both codes (NCDA and, for example, ACA).

Response Guidelines

Respond to the main discussion posts of two of your peers. What reactions do you have to the ideas they presented? Include examples from the course readings or your own experience to support your perspective, and raise questions to continue the dialogue. This is a discussion question. I need to post a discuss to the above case study , it needs to contain at least 3 references   I need a response to two peer postings which I have included.

First Peer Posting

Case Study of Tanika

Tanika is a 17- year old African American female she is currently and High School junior she is living with her mother and the oldest of three siblings. Tanika helps her mother often around the home since her mother is a single working parent Tanika also has a job and has shown to be responsible and does extremely well working with people she has strong interpersonal skills and is excellent in customer service. Tanika is interested in moving forward with building her career but has some challenges educationally and is unsure what the cause she tends to struggle with testing in which she will need to get into college, Tanika discloses this to her counselor however her counselor does not seem to pay attention to Tanika s concerns Taneka needs direction and resources but have not been informed by her counselor. The counselor should be helping to research and advocate for resources that are available to Tanika that she can use to be successful in all aspects of her life.

NCDA Code of Ethics

The code of ethics helps to Define professional behavior in the case of Tanika evaluation and assessment is important (E.2.B) NCDA, which is the appropriate use of evaluation and assessment career professionals are responsible for the appropriate application Kama scoring, interpretation, and the use of assessment instruments relevant to the needs of the client, where they score and interpret such assessments themselves or use technology or other services.

ACA Code of Ethics

(A.7.B) ACA Advocacy when appropriate counselors Advocate at individual, group, institutional, and societal levels to address potential barriers and obstacles that inhibit access and/or the growth and development of clients.

As the counselor, I should have knowledge f the correct assessments to provide to Tanika to identify what areas she needs support. If I do not have the appropriate knowledge, then I must obtain consent and branch out third party for testing and assessment as well as advocate for resources to ensure that Tanica is getting the appropriate support that she needs to be successful.


American Counseling Association (ACA) Code of Ethics Retrieved from:

National Career Development Association (NCDA) Code of Ethics (2015)

Second Peer Posting

The counselor must make sure that she has informed consent with the client.  According to the NCDA, 2015 (National Career Development Association), section A.2. informed consent in the professional relationship, the client has the right to enter or remain in a professional relationship.  To make informed choices, clients need adequate information about the working relationship and the career professional (NCDA, 2015).    The counselor must make sure that she adheres to the standard A. 2. B. which states that the counselors must have information needed for the client. Taneka a 36-year-old African American woman has come to the counseling because she has some concerns regarding career choices and she must make some serious decisions.  Taneka is interested in attending college but is afraid she cannot afford to attend school.  She is also afraid that she will not find a good fit for her career.  The counselor has an interest survey readily available for Taneka to find out what she is interested in doing.  The intake interview provided many insights into Taneka’s personhood and where she wants to go throughout our journey together.   During the intake interview Taneka shared her goal for our sessions, her schooling plans, her timeline, her major, and much more.  Some of Taneka’s goals for our sessions were: learning more about herself, finding direction, and beginning to look for a career.  Identifying this in Taneka helped me guide her throughout our sessions in that we needed to crystallize, clarify, specify, and implement some career aspirations. 

Taneka expressed her anxiety when it came to deciding on what she wanted to do.  The career counselor can help Taneka explore career options, can inform her of the labor market, and can assess her skills, interests, and work related values. The counselor can also help her sharpen her job search skills, and can help her learn how to move up the corporate ladder.   I helped her be intentional, assess her interests and opinions, clarify her goals, encourage her to persists despite obstacles (ie anxiety), and formulate plans for action.  Lastly, I gave Taneka a folder of all the handouts and information we went over.  This collection as well as our sessions, I believe, achieved the goals Taneka set at our first session: to know more about herself, to find direction, and to begin looking for a career. According to the American School Counseling Association (2004), it is the responsibility of the school counselor to help a child develop effective coping skills, identify personal strengths

and assets, and recognize and express feelings, as well as to provide a foundation for the child’s personal and social growth as he or she progresses through school into adulthood.  In the Ethical Standards, confidentiality is emphasized as a crucial part of the counseling process (Dahir et al., 2005). Confidentiality assures the student that the school counselor will keep all that is said during their counseling sessions private, except under certain circumstances which are conveyed to the student at the beginning of the counseling process.


American School Counselor Association (2004). ASCA National Standards for Students.   Alexandria, VA: Author.

Dahir, C., Hardy, D., Ford, D., & Morrissey, D. (2005). The New York State Model for   Comprehensive K-12School Counseling Programs. Leicester, NY: New York State   School Counselor Association.

National Career Development Association. (2015). 2015 NCDA code of ethics. Retrieved from

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