Code of Ethics

Codes of ethics in professional practice: Why a code of ethics?
As coaches and counsellors, we work with people in vulnerable and meaningful situations. This requires more than technique or knowledge – it calls for inner maturity, awareness of our influence, and a commitment to creating a safe environment.

A code of ethics is more than just a set of rules; it is a living guide. It supports us, both as people and as professionals, in showing up honestly, thoughtfully, and transparently in our relationships with clients and colleagues.

Legal and Professional Framework
Coaches and counsellors working in the Netherlands are subject to Dutch laws and regulations (and, where applicable, European and international legislation). These rules always take precedence over professional codes and, for example, internal organisational policies, and must be followed at all times.

In addition, ethical and professional codes are established by professional associations. Every coach or counsellor should adhere to the code of the organisation with which they are affiliated. This code should be accessible to clients, for example through the coach’s website. The internal rules and policies of an employer or contracting organisation must not conflict with these ethical guidelines, unless clients have been explicitly informed in advance about any deviations.

Within the Academy for Coaching and Counselling (ACC), we also uphold a code of ethics that guides how we treat one another. This applies to staff, (assistant) teachers, and students, and covers interactions with the ACC, collaboration in class, engagement with fellow students, and work with practice clients.

Everything we do as coaches or counsellors is intended to support the client’s well-being, autonomy, and personal development. We recognise that each person has their own path to follow, and we offer guidance from a place of trust that clients fundamentally know what is right for them.

We always act in the client’s best interest, while maintaining our own boundaries, professional standards, and well-being.

Respect forms the foundation of every coaching relationship. This means that:

• We treat everyone as a whole, equal, and unique human being.
• We do not exclude anyone on the basis of race, background, gender, sexual orientation, neurodiversity, religion, or beliefs.
• We communicate honestly, without judgment, and with care and attention.
• By promoting awareness, we contribute to a liveable world for people, animals, and the environment.

Trust lies at the heart of guidance. Therefore:

• We clearly discuss expectations, conditions, and agreements with the client in advance.
• We treat confidentiality as a fundamental principle.
• We only share information with the client’s written consent.
• We only use anonymised data when taking part in intervision or supervision.
• We maintain confidentiality after the guidance process has ended.
• We provide safe and discreet workspaces – online, indoors, and/or outdoors.
• If we are legally required to share information (for example, in situations involving danger or criminal activity), we will discuss this beforehand with the client or their loved ones (where possible). We will then only share with the appropriate authorities what is necessary for safety.

The relationship between coach and client is professional. Therefore:

• We maintain appropriate closeness and professional distance.
• We do not enter into romantic or sexual relationships with clients or their close contacts.
• We avoid conflicts of interest and dual relationships.
• We do not coach/counsel people from our own personal circle or social network.
• If another type of relationship could develop, we will end the professional relationship, allow for a clear cooling-off period for reflection and recalibration, and discuss the situation in supervision and/or intervision.
• We are aware of our influence and handle this responsibility with care.

We are committed to ongoing learning, growth, and self-development. Therefore:

• We actively take part in peer reflection, supervision, and continued learning.
• We are honest about our limits and are able to say ‘no’ when necessary.
• We refer clients when their needs fall outside our area of competence.
• We take time to reflect on our own patterns, sensitivities, and projections.
• We take care of our own psychological well-being so that we can support others with presence and integrity.

Training at the ACC is more than simply gaining knowledge: it is a process of personal and professional growth. This requires a learning attitude that shows openness, responsibility and solidarity.

Therefore:

• We treat one another with respect.
• We give and receive feedback in a constructive and supportive way.
• We take responsibility for our behaviour and our own learning process.
• We speak up when we encounter unethical or boundary-crossing behaviour.
• We cultivate a professional attitude that includes empathy, authenticity, unconditional acceptance, and healthy boundaries.

During the training programme, the teacher assesses whether a student shows the right attitude and skills to work safely and professionally with clients. This is documented in a teachers assessment form, which considers whether the student:

• Has shown a constructive learning attitude;
• Has followed this Code of Ethics (and can therefore work safely with clients);
• Masters basic coaching skills.

In addition, during the training programme an assessment will be made about whether a student shows sufficient inner stability to participate constructively in the learning process and to work safely with fellow students and clients. Inner stability refers to being emotionally balanced, having self-awareness, and being able to handle tension, feedback, and boundaries in a healthy way – both within oneself and in interaction with others.

If a student’s behaviour violates this Code of Ethics, or if a student does not demonstrate sufficient inner stability, the teacher and/or ACC educational staff will engage in conversations, feedback, and support.

If, despite this guidance, sufficient improvement is not seen, or if serious concerns remain, this may lead to:

• A negative trainer’s assessment (meaning that a diploma will not be awarded for the time being).
• Termination of participation in the training programme. In this case, the ACC Terms and Conditions will apply regarding potential (partial) refund of the tuition fees.

At the ACC, we are committed to safeguarding the safety and well-being of our students, future clients, and the profession as a whole.

This Code of Ethics was revised in January 2026 and forms the ethical foundation of the ACC. It evolves alongside new insights, societal developments, and changes in legislation. Proposals for amendments can be submitted to management via info@counselling.nl. Any updates to the Code of Ethics will be communicated through the ACC website.