Which of the following is are not a principle of the CFP Boards Code of Ethics Check all that apply?

CFP® professionals must develop their theoretical and practical financial planning knowledge by completing a comprehensive course of study at a college or university offering a financial planning curriculum approved by the CFP Board. Other options for satisfying the education component include submitting a transcript review or previous financial planning-related course work to the CFP Board for review and credit, or showing the attainment of certain professional designations or academic degrees.

CFP® practitioners must pass a comprehensive, 6 hour CFP Certification Examination that tests their ability to apply financial planning knowledge in an integrated format. Based on regular research of what planners do, the exam covers the financial planning process, tax planning, employee benefits and retirement planning, estate planning, investment management and insurance.

CFP® professionals complete several years of experience related to delivering financial planning services to clients prior to earning the right to use the CFP® certification trademarks. This hands-on experience demonstrates that CFP® professionals have practical financial planning knowledge, so you can count on them to help you create a realistic financial plan that fits your individual needs.

When it comes to ethics and professional responsibility, CFP®professionals are held to the highest of standards, as outlined in CFP Board's Standards of Professional Conduct. They are obliged to uphold the principles of integrity, objectivity, competence, fairness, confidentiality, professionalism and diligence as outlined in CFP Board’s Code of Ethics. The Rules of Conduct require CFP® professionals to put your interests ahead of their own at all times and to provide their financial planning services as a “fiduciary”—acting in the best interest of their financial planning clients. CFP® professionals are subject to CFP Board sanctions if they violate these standards.

journal article

Journal of Financial Education

Vol. 42, No. 3-4 (December 2016)

, pp. 337-357 (21 pages)

Published By: Financial Education Association

https://www.jstor.org/stable/90001157

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Abstract

A survey is conducted on Finance faculty’s perceptions of and attitudes towards the CFP program. In addition to investigating the reasons why a Finance faculty pursues or not pursues the CFP designation, this survey also assesses current coverage of the Financial Planning curriculum. Results show that about one-third of colleges have at least one faculty member holding the CFP designation. However, only about 14% of colleges offer a Financial Planning track in their curriculum, and the coverage of topics in Financial Planning is generally low among all colleges. While many respondents are familiar with the CFP program, they have various reasons for not participating in the program. More importantly, except for those who have the CFP designation, many respondents do not see the CFP program and CFP designation as important to their students nor to themselves. Comments by respondents also reflect strong academic bias against the CFP program.

Journal Information

The Journal of Financial Education, published quarterly, is devoted to promoting financial education through publication of articles that focus on: 1) Educational research 2) Creative pedagogy 3) Curriculum development We seek articles that help improve the delivery of financial education through research that tests hypotheses regarding all aspects of the educational process, pedagogical papers that offer interesting or unique approaches to teaching, case studies, and literature reviews. All papers go through a double-blind reviewing process.  

Publisher Information

FEA is a professional association of finance academicians devoted to financial education. FEA's mission is to enhance the teaching of financial education and improve the collegiate financial education experience by encouraging educational research, curriculum development, creative pedagogy and professional development. FEA seeks its mission through annual conferences with presentations of educational research and pedagogical papers, workshops and panel discussions and by fostering the dissemination of this research and pedagogy through the Journal of Financial Education and Advances in Financial Education.

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What is CFP code ethics?

Which principle in the CFP Board's code of ethics requires disclosing conflicts of interest?

Which of the following principles from the code of ethics ensures that information is accessible only to those authorized to have access?

Which of the following is are a duty owed to clients in the CFP Board standards of conduct independence professionalism competence fairness?