Policy #47: CiiAT Code of Conduct

47.1. Purpose

This Code of Conduct outlines expectations for professional behaviour, ethical practice, and emotional resilience for the entire CiiAT community (students, staff, faculty, supervisors, administration, etc). It is designed to support and embody the College of Registered Psychotherapists of Ontario (CRPO)’s Entry-to-Practice Competencies and to align with the Canadian Art Therapy Association (CATA) Standards of Practice in all academic, clinical, and professional settings.

47.2. Core Principles and Values

• Self-Awareness and Effective Use of Self
  • Students and other CiiAT community members must recognize how their personal values, cultural background, biases, and emotional experiences shape their presence and interactions. They are expected to begin developing safe and effective use of self—understanding relational dynamics, maintaining authenticity, and using self-reflection to foster therapeutic safety.
  • Students and other CiiAT community members are expected to practice strategies for self-regulation and composure when faced with discomfort, conflict, or emotionally charged discussions. This includes demonstrating flexibility, reflective practice, and professional accountability under stress.
  • Practice applying feedback in real-life interactions with clients, faculty, staff, and peers, prioritizing safety and ethical care.
• Professional Competence and Integrity
  • Students and other CiiAT community members are expected to respect the inherent dignity of clients, peers, faculty, and community members. They must act with integrity, compassion, and with a commitment to do no harm.
  • Students and other CiiAT community members should uphold confidentiality, set and respect professional boundaries, and demonstrate accountability in all professional and academic activities.
  • Students and other CiiAT community members must demonstrate sensitivity to cultural, social, and individual differences, ensuring inclusivity and equity in both classroom and practicum contexts.
  • Apply structured ethical reasoning consistent with CRPO and CATA standards when navigating complex or uncomfortable situations.
• Academic Integrity
  • Uphold honesty, fairness, and responsibility in all academic work, avoiding plagiarism, misrepresentation, or dishonesty.
    • For more information on CiiAT’s full policy about Academic Integrity
• Engaged Participation
  • Contribute actively and thoughtfully to classroom discussions, group work, and clinical learning, demonstrating commitment to one’s own and others’ learning.
  • Approach supervision with openness, humility, and a commitment to learning. Use supervisory feedback to strengthen emotional regulation and clinical presence.
  • While anonymous feedback is accepted, it should be approached with caution. Clinical practice requires the ability to advocate for oneself through direct communication, engaging in challenging conversations, and respectfully sharing differing perspectives. These interactions often provide important learning opportunities that are essential to the CiiAT community.
• Meaningful Communication
  • Communicate clearly, respectfully, and with professional intention, recognizing the power of both verbal and non-verbal expression in art psychotherapy.
  • Communication, including critiques or formal complaints, should be voiced individually rather than presented by one person on behalf of a group. When multiple students or CiiAT community members share a concern, each person is expected to articulate their own perspective. This practice supports transparency, accountability, and the development of clinical competency in advocating for oneself.
• Confidentiality
  • Safeguard the privacy of all clients, peers, staff, and faculty by protecting sensitive information shared in clinical, academic, or group contexts.
• Equity and Inclusion
  • Promote fairness, inclusivity, and respect for diversity in all interactions, ensuring a safe and supportive environment for learning and therapy.

47.3. Behavioural Expectations

• Professional Conduct
  • Communicate and collaborate in ways that foster safety, inclusion, and mutual respect.
  • Maintain clear and ethical boundaries; protect the privacy of all clients, peers, and community members.
  • Be honest, dependable, and transparent in academic, clinical, and professional commitments.
• Emotional Regulation and Use of Self
  • Respond with professionalism and reflective awareness during conflict, critique, or emotionally charged situations.
  • Engage in ongoing self-reflection to understand the influence of personal experiences on clinical and academic work.
  • Develop sustainable practices for maintaining emotional, psychological, and professional well-being.

47.4. Unacceptable Behaviour

The following behaviours are considered violations of this Code of Conduct and will not be tolerated:

• Disrespectful, aggressive, or discriminatory language or behaviour toward peers, faculty, clients, or community members.
• Use of hostile, aggressive, or intimidating communication styles, such as yelling, shouting, or persistently raising one’s voice in a threatening manner.
• Breach of confidentiality in academic or clinical settings.
• Persistent inability or unwillingness to regulate emotions in professional contexts.
• Bullying, harassment, intimidation, or exploitation of others.
• Dishonesty, plagiarism, or misrepresentation in academic or clinical work.
• Failure to respect professional boundaries, including dual or exploitative relationships.
• Repeated failure to engage constructively in supervision, reflective practice, or feedback processes.

47.5. Consequences for Violations

Violations of this Code of Conduct will be addressed through a progressive disciplinary process:

1. Verbal Warning – An initial conversation outlining the concern and expectations for change.
2. Written Warning – If the pattern of behaviour persists, a formal written warning will be issued and placed on record.
3. Academic Probation – Continued violations may result in academic probation, with conditions set for continued enrolment.
4. Dismissal – If the behaviour remains unchanged despite these steps, the student may be dismissed from the program.

Students who feel that a decision regarding a violation of this Code has been made unfairly may access the student dispute resolution process at any stage.