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Article

A Content Analysis of ASCA Ethical Standards between 1972 and 2022

Authors
  • Daniel A. DeCino orcid logo (University of South Dakota)
  • Phillip L. Waalkes orcid logo (University of Missouri-St.Louis)
  • W. Bradley McKibben orcid logo (Stetson University)
  • Emma Johnson orcid logo (University of South Dakota)

Abstract

We conducted a qualitative content analysis of American School Counselor Association (ASCA) ethical standards (N = 8) from 1972 to 2022. Researchers have examined how other disciplines’ standards convey meaning, tone, and understanding to help guide ethical behaviors. The study was designed to gather and represent a historical account and detailed evolution of ethical standards for school counseling, school counselors, educators, supervisors, and students-in-training. Findings revealed ASCA ethical standards changed over time in latent tone, complexity, intent, size, and scope of ethical practice. Implications for current and future versions of ASCA ethical standards include recommendations on how changes in word count, sections, and standards impact meaning and interpretation. 

Keywords: content analysis, ethical standards, school counselors, qualitative, American School Counseling Association

How to Cite:

DeCino, D. A., Waalkes, P. L., McKibben, W. & Johnson, E., (2026) “A Content Analysis of ASCA Ethical Standards between 1972 and 2022”, Counseling Scholarship & Practice in Educational Communities 2(1). doi: https://doi.org/10.7275/cspec.3305

Downloads:
Download DeCino, D. A., Waalkes, P. L., McKibben, W. B., & Johnson, E. (2026). A content analysis of ASCA ethical standards between 1972 and 2022. Counseling Scholarship & Practice in Educational Communities, 2(1), 1 – 31. https://doi.org/10.7275/cspec.3305

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Published on
2026-02-04

Peer Reviewed

License

Creative Commons Attribution 4.0