Issues and ethics in the helping professions 10th edition corey solutions manual

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Chapter 7: Managing Boundaries and Multiple Relationships

CHAPTER 7

Managing Boundaries and Multiple Relationships LEARNING OBJECTIVES After studying this chapter, students should be able to: • 7-1 State the ethical guidelines regarding dual or multiple relationships.

•

7-2 Appreciate various perspectives on multiple relationships.

•

7-3 Identify factors to consider before entering into a multiple relationship.

•

7-4 Differentiate between boundary crossings and boundary violations.

•

7-5 Critically evaluate the controversies on boundary issues.

•

7-6 Understand ethical challenges in managing multiple relationships in small communities.

7-7 Explore the pros and cons of bartering for professional services.

• • •

7-8 Formulate guidelines on receiving gifts from clients.

7-9 Describe ethical issues regarding forming social relationships with current or former clients.

• •

7-10 Articulate guidelines for dealing with sexual attractions in the therapy relationship.

7-11 Recognize the ethical and legal aspects of sexual misconduct.

•

7-12 Clarify guidelines for the use of touch in the therapy relationship.

CHAPTER OUTLINE Introduction The Ethics of Multiple Relationships Differing Perspectives on Multiple Relationships Factors to Consider Before Entering Into a Multiple Relationship Boundary Crossings Versus Boundary Violations The Changing Perspectives on Nonsexual Multiple Relationships Perspectives on Boundary Issues Advantages of Boundary Crossings Managing Multiple Relationships in a Small Community Coping With Challenges of Practice in Rural Communities Minimizing Risks of Practicing in Small Communities Practicing Ethically in a Small Community Bartering for Professional Services Ethical Standards on Bartering Making a Decision About Bartering Giving or Receiving Gifts Social Relationships With Clients Cultural Considerations Forming Social Relationships With Former Clients

© 2019 Cengage. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Sexual Attractions in the Client–Therapist Relationship Educating Counselor Trainees Suggestions for Dealing With Sexual Attraction Sexual Relationships in Therapy: Ethical and Legal Issues Ethical Standards on Sexual Contact With Clients The Scope of the Problem Harmful Effects of Sexual Contact With Clients Legal Sanctions Against Sexual Violators Assisting Victims in the Complaint Process Sexual Relationships With Former Clients Transforming a Professional Relationship Into a Personal Relationship A Special Case: Nonerotic Touching With Clients Ethical and Clinical Considerations of Nonsexual Touch in Therapy

CHAPTER OVERVIEW Some of the topics addressed in Chapter 7 include: various perspectives on dual and multiple relationships, the controversy surrounding boundary issues, bartering, giving or receiving gifts, nonprofessional relationships with clients, dealing with sexual attraction in the client–therapist relationships, and legal and ethical issues associated with the prohibition of sexual relationships between therapists and clients.

Multiple relationships occur when professionals assume two or more roles at the same time or sequentially with a client. This may involve assuming more than one professional role (such as instructor and therapist) or blending a professional and a nonprofessional relationship (such as counselor and friend or counselor and business partner). Multiple relationships also include providing therapy to a relative or a friend’s relative, socializing with clients, becoming emotionally or sexually involved with a client or former client, combining the roles of supervisor and therapist, having a business relationship with a client, borrowing money from a client, or loaning money to a client.

Mental health professionals must learn how to effectively and ethically manage multiple relationships. Although codes can provide some general guidelines, good judgment, the willingness to reflect on one’s practices, and being aware of one’s motivations are critical dimensions of an ethical practitioner. Mental health professionals can fail to heed warning signs in their relationships with clients. They may not pay sufficient attention to the potential problems involved in establishing and maintaining professional boundaries.

The underlying theme of this chapter is the need for counselors to be honest and selfsearching in determining the impact of their behavior on clients. In cases that are not clear-cut, it is especially important to make an honest appraisal of your behavior and its effect on clients and to consult with trusted colleagues.

SUGGESTIONS FOR ACTIVITIES 1. Some say that multiple relationships are inevitable, pervasive, and unavoidable and have the potential to be either beneficial or harmful. Form two teams and debate the core issues. Have one team focus on the potential benefits of multiple relationships and argue that they cannot be dealt with by simple legislative or ethical mandates. Have the other team argue the case that multiple relationships are unethical and provide reasons.

© 2019 Cengage. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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2. Discuss in a small group the issue of a sexual attraction in counseling. Explore how you might react if you found yourself attracted to a client. How might you respond to a client who reveals an attraction to you?

3. In video role play 14, Therapy Outside of the Office: The Picnic, the client (Lucia) would like to meet with the counselor (John) at the park down the street for their counseling sessions so she can get to know him better and feel closer to him. She could bring a lunch for a picnic. John is concerned about creating an environment that would help Lucia the most, and she says “That [meeting in the park] would really help me.” Through role playing, demonstrate how you would establish and maintain boundaries with Lucia if she were your client. Under what conditions would you consider counseling a client outside the office?

4. In video role play 15, Beyond the Office Contact: The Wedding, the client (Richard) wants his counselor (Suzanne) to come to his wedding and reception. He stresses that her attendance would mean a lot to him. Suzanne is uncomfortable about going to the reception, but she agrees to attend the marriage ceremony. Through role playing, demonstrate how you might deal with your client’s request to attend his wedding and reception.

5. In video role play 16, Social Relationships with Clients: The Friendship, at the last therapy session the client (Charlae) says she would like to continue their relationship because they have so much in common and she has shared things with the counselor (Natalie) that she has not discussed with anyone else. Natalie informs Charlae that this puts her in a difficult situation and she feels awkward.

Charlae says, “What if we just go jogging together a couple of mornings a week?”

Assume your client would like to meet with you socially and this is the final therapy session. Through role playing, demonstrate how you would handle a client’s request to develop a social relationship with you once the professional relationship is terminated.

6. In video role play 18, Client Sexual Attraction to Counselor: The Disclosure, the client (Gary) discloses his attraction to his counselor (LeAnne). The counselor attempts to deal with his attraction therapeutically by focusing on how his attraction might be a theme in his life and how it is related to issues he has pursued in counseling, especially his relationships with women. Role-play this situation by showing how you would deal with a client who admits to being sexually attracted to you.

DISCUSSION QUESTIONS 1. What are your views about bartering with clients? Discuss the circumstances under which you might agree to barter with a client as well as those under which you would not agree.

What guidelines would you need to establish? What are the ethical issues involved?

2. What are your views about forming social relationships with clients during the time they are in counseling with you? After they complete counseling? Consider the topic through several cultural frameworks.

3. What guidelines would you employ to determine whether nonerotic touching was therapeutic or countertherapeutic? Would the population you work with make a difference? Would the work setting make a difference? How comfortable are you as both the recipient and giver of nonerotic touch? What are your ethical concerns about touching?

© 2019 Cengage. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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4. Using Part III of the DVD/Workbook or online program (boundary issues), bring your completed responses to the self-inventory to class for discussion.

5. In video role play 17, Counselor Sexual Attraction to Client: Crossing the Line, the counselor (Conrad) shares with the client (Suzanne) that he has been thinking about her a lot and that he is attracted to her. Suzanne responds with, “You are kidding, right?” She says she came to him because she was having problems with men taking advantage of her and not respecting her. She has bared her soul to him, and now she feels devalued. Suzanne suggests possibly seeing another counselor, but Conrad thinks they can work it out. What are your thoughts about the way the counselor (Conrad) shared his feelings with the client? If you were sexually attracted to a client, what course of action would you follow?

6. In video role play 19, Bartering: Manicuring for Therapy, the client states she can no longer afford to pay for therapy but that she does not like to think about terminating.

The counselor (Natalie) takes the initiative of suggesting a bartering arrangement, indicating she would be open to trading manicures and haircuts for therapy services.

Discuss the ethical issues involved in this case. What is your stance on bartering for counseling?

7. In video role play 20, Bartering: The Architect, the client (Janice) lost her job and can no longer pay for counseling sessions. She suggests providing architecture services for work on his house. The counselor (Jerry) suggests they discuss the pros and cons and that he wants to be sure that this is in her best interests. He mentions the code of ethics that discourages bartering. Jerry talks about issues of value and timeliness of services. Put yourself into this scene. Assume your client lost her job and could no longer pay for therapy. She suggests a bartering arrangement for some goods or services you value. Role-play how you would deal with her. What issues would you want to explore with your client?

8. In video role play 21, Gift Giving: The Vase, the client (Sally) is grateful for her counselor’s (Charlae) help and wants to give her a vase. The client informs the therapist that giving gifts is a part of the Chinese culture. Charlae discusses her dilemma with wanting to accept the gift, but also the fact that the codes discourage her from accepting gifts from clients. Sally lets her counselor know that she would feel rejected if her gift to Charlae is not accepted. Role-play this situation and demonstrate ways of either accepting or not accepting the gift. Discuss guidelines you would use to determine your decision.

9. In video role play 22, Gift Giving: Tickets for Therapy, the client (John) shows his appreciation for his counselor (Marianne) by giving her tickets to the theater. John says, “I got tickets for you so you can go and enjoy it and have a good time.” Marianne talks about why she cannot accept the tickets, in spite of the fact that she is very appreciative of his gesture. Put yourself in the counselor’s place. What issues would you explore with John? Might you accept the tickets, under any circumstances? Why or why not?

Demonstrate, through role playing, what you would say to the client.

KEY CONCEPTS AND TERMS bartering: Refers to exchanging professional therapeutic services for goods or services in lieu of money. boundary crossing: A departure from commonly accepted practices that could potentially benefit clients.

© 2019 Cengage. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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boundary violation: A serious breach of professional treatment that results in harm to clients, which is unethical. dual relationships: Occurs when professionals assume two or more roles at the same time or sequentially with a client; any relationship that is outside the boundaries of the standard therapeutic relationship. multiple relationships: Professional relationships characterized by a professional occupying several different nonprofessional roles with a client. role blending: Activities that pertain to professionals playing multiple roles and having multiple responsibilities [Example: Supervisors blend the roles of teacher, coach, evaluator, counselor, and mentor at times]. slippery slope phenomenon: The argument for carefully monitoring therapeutic boundaries based on the premise that certain actions will inevitably lead to a progressive deterioration of ethical and professional behavior.

© 2019 Cengage. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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ADDITIONAL RESOURCES Yalom, I. D. (1997). Lying on the couch: A novel. New York, NY: Perennial.

Affleck, B., Damon, M., Driver, M., Elfman, D., Escoffier, J., Sant, G. V., & Williams, R. (Writers). (n.d.). Good Will Hunting [Video file].

LO/STANDARDS CORRELATION CHART A-head The Ethics of Multiple Relationships

LO 7-1 State the ethical guidelines regarding dual or multiple relationships

Standard 1 CACREP 1i Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

Standard 2 EPAS Competency 1a Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decisionmaking, ethical conduct of research, and additional codes of ethics as appropriate to context.

Standard 3 NOHS STANDARD 5 Human service professionals recognize that multiple relationships may increase the risk of harm to or exploitation of clients and may impair their professional judgment.

When it is not feasible to avoid dual or multiple relationships, human service professionals should consider whether the professional relationship should be avoided or curtailed.

The Ethics of Multiple Relationships

7-2 Appreciate various perspectives

CACREP 1i Professional Counseling

EPAS Competency 1a -

NOHS STANDARD 5 Human service

Standard 4 CSHSE A9h Client-Related Values and Attitudes.

Standard 19: The curriculum shall incorporate human services values and attitudes and promote understanding of human services ethics and their application in practice Integration of the ethical standards outlined by the National Organization for Human Services (NOHS) and the Council for Standards in Human Service Education (available on the NOHS website).

CSHSE A9h Client-Related Values and

© 2019 Cengage. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Chapter 7: Managing Boundaries and Multiple Relationships

The Ethics of Multiple Relationships

on multiple relationships

Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decisionmaking, ethical conduct of research, and additional codes of ethics as appropriate to context.

professionals recognize that multiple relationships may increase the risk of harm to or exploitation of clients and may impair their professional judgment.

When it is not feasible to avoid dual or multiple relationships, human service professionals should consider whether the professional relationship should be avoided or curtailed.

7-3 Identify factors to consider before entering into a multiple relationship

CACREP 1i Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

EPAS Competency 1a Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decisionmaking, ethical

NOHS STANDARD 5 Human service professionals recognize that multiple relationships may increase the risk of harm to or exploitation of clients and may impair their professional judgment.

When it is not feasible to avoid dual or multiple relationships,

© 2019 Cengage. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Attitudes.

Standard 19: The curriculum shall incorporate human services values and attitudes and promote understanding of human services ethics and their application in practice Integration of the ethical standards outlined by the National Organization for Human Services (NOHS) and the Council for Standards in Human Service Education (available on the NOHS website).

CSHSE A9h Client-Related Values and Attitudes.

Standard 19: The curriculum shall incorporate human services values and attitudes and promote understanding of human services ethics and their application in practice Integration of the ethical standards

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conduct of research, and additional codes of ethics as appropriate to context.

human service professionals should consider whether the professional relationship should be avoided or curtailed.

The Ethics of Multiple Relationships

7-4 Differentiate between boundary crossings and boundary violations

CACREP 1i Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

EPAS Competency 1a Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decisionmaking, ethical conduct of research, and additional codes of ethics as appropriate to context.

NOHS STANDARD 5 Human service professionals recognize that multiple relationships may increase the risk of harm to or exploitation of clients and may impair their professional judgment.

When it is not feasible to avoid dual or multiple relationships, human service professionals should consider whether the professional relationship should be avoided or curtailed.

Perspectives on Boundary Issues

7-5 Critically evaluate the controversies on boundary issues

CACREP 1i Professional Counseling Orientation and Ethical

EPAS Competency 1a Demonstrate Ethical and

NOHS STANDARD 5 Human service professionals recognize that

outlined by the National Organization for Human Services (NOHS) and the Council for Standards in Human Service Education (available on the NOHS website).

CSHSE A9h Client-Related Values and Attitudes.

Standard 19: The curriculum shall incorporate human services values and attitudes and promote understanding of human services ethics and their application in practice Integration of the ethical standards outlined by the National Organization for Human Services (NOHS) and the Council for Standards in Human Service Education (available on the NOHS website).

CSHSE A9h Client-Related Values and Attitudes.

Standard 19:

© 2019 Cengage. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Chapter 7: Managing Boundaries and Multiple Relationships

Managing Multiple Relationships in a Small Community

7-6 Understand ethical challenges in managing multiple relationships in small communities

Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decisionmaking, ethical conduct of research, and additional codes of ethics as appropriate to context.

multiple relationships may increase the risk of harm to or exploitation of clients and may impair their professional judgment.

When it is not feasible to avoid dual or multiple relationships, human service professionals should consider whether the professional relationship should be avoided or curtailed.

CACREP 1i Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

EPAS Competency 1a Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decisionmaking, ethical conduct of research, and

NOHS STANDARD 5 Human service professionals recognize that multiple relationships may increase the risk of harm to or exploitation of clients and may impair their professional judgment.

When it is not feasible to avoid dual or multiple relationships, human service professionals

© 2019 Cengage. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

The curriculum shall incorporate human services values and attitudes and promote understanding of human services ethics and their application in practice Integration of the ethical standards outlined by the National Organization for Human Services (NOHS) and the Council for Standards in Human Service Education (available on the NOHS website).

CSHSE A9h Client-Related Values and Attitudes.

Standard 19: The curriculum shall incorporate human services values and attitudes and promote understanding of human services ethics and their application in practice Integration of the ethical standards outlined by the National

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additional codes of ethics as appropriate to context.

should consider whether the professional relationship should be avoided or curtailed.

Bartering for Professional Services

7-7 Explore the pros and cons of bartering for professional services

CACREP 1i Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

EPAS Competency 2c - Engage Diversity and Difference in Practice— Apply selfawareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies.

NOHS STANDARD 11 Human service professionals are knowledgeabl e about their cultures and communities within which they practice.

They are aware of multiculturalis m in society and its impact on the community as well as individuals within the community.

They respect the cultures and beliefs of individuals and groups.

Giving or Receiving Gifts

7-8 Formulate guidelines on receiving gifts from clients

CACREP 1i Professional Counseling Orientation and Ethical Practice— Ethical

EPAS Competency 2c - Engage Diversity and Difference in Practice— Apply self-

NOHS STANDARD 11 Human service professionals are knowledgeabl e about their

Organization for Human Services (NOHS) and the Council for Standards in Human Service Education (available on the NOHS website).

CSHSE A9h Client-Related Values and Attitudes.

Standard 19: The curriculum shall incorporate human services values and attitudes and promote understanding of human services ethics and their application in practice Integration of the ethical standards outlined by the National Organization for Human Services (NOHS) and the Council for Standards in Human Service Education (available on the NOHS website).

CSHSE A9h Client-Related Values and Attitudes.

Standard 19: The curriculum shall

© 2019 Cengage. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Chapter 7: Managing Boundaries and Multiple Relationships

Social Relationships With Clients

7-9 Describe ethical issues regarding forming social relationships with current or former clients

standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies.

cultures and communities within which they practice.

They are aware of multiculturalis m in society and its impact on the community as well as individuals within the community.

They respect the cultures and beliefs of individuals and groups.

CACREP 1i Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

EPAS Competency 1a Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decisionmaking, ethical conduct of research, and additional codes of ethics

NOHS STANDARD 5 Human service professionals recognize that multiple relationships may increase the risk of harm to or exploitation of clients and may impair their professional judgment.

When it is not feasible to avoid dual or multiple relationships, human service professionals should consider

© 2019 Cengage. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

incorporate human services values and attitudes and promote understanding of human services ethics and their application in practice Integration of the ethical standards outlined by the National Organization for Human Services (NOHS) and the Council for Standards in Human Service Education (available on the NOHS website).

CSHSE A9h Client-Related Values and Attitudes.

Standard 19: The curriculum shall incorporate human services values and attitudes and promote understanding of human services ethics and their application in practice Integration of the ethical standards outlined by the National Organization for Human

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as appropriate to context.

whether the professional relationship should be avoided or curtailed.

Sexual Attractions in the Client– Therapist Relationship

7-10 Articulate guidelines for dealing with sexual attractions in the therapy relationship

CACREP 1i Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

EPAS Competency 1a Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decisionmaking, ethical conduct of research, and additional codes of ethics as appropriate to context.

NOHS STANDARD 6 Sexual or romantic relationships with current clients are prohibited.

Before engaging in sexual or romantic relationships with former clients, friends, or family members of former clients, human service professionals carefully evaluate potential exploitation or harm and refrain from entering into such a relationship.

Sexual Relationships in Therapy: Ethical and Legal Issues

7-11 Recognize the ethical and legal aspects of sexual misconduct

CACREP 1i Professional Counseling Orientation and Ethical Practice— Ethical standards of professional

EPAS Competency 1a Demonstrate Ethical and Professional Behavior— Make ethical decisions by

NOHS STANDARD 6 Sexual or romantic relationships with current clients are prohibited.

Before

Services (NOHS) and the Council for Standards in Human Service Education (available on the NOHS website).

CSHSE A9h Client-Related Values and Attitudes.

Standard 19: The curriculum shall incorporate human services values and attitudes and promote understanding of human services ethics and their application in practice Integration of the ethical standards outlined by the National Organization for Human Services (NOHS) and the Council for Standards in Human Service Education (available on the NOHS website).

CSHSE A9h Client-Related Values and Attitudes.

Standard 19: The curriculum shall incorporate human

© 2019 Cengage. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

IM 7-13

Chapter 7: Managing Boundaries and Multiple Relationships

A Special Case: Nonerotic Touching With Clients

7-12 Clarify guidelines for the use of touch in the therapy relationship

counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decisionmaking, ethical conduct of research, and additional codes of ethics as appropriate to context.

engaging in sexual or romantic relationships with former clients, friends, or family members of former clients, human service professionals carefully evaluate potential exploitation or harm and refrain from entering into such a relationship.

CACREP 1i Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

EPAS Competency 1a Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decisionmaking, ethical conduct of research, and additional codes of ethics as appropriate to context.

NOHS STANDARD 11 Human service professionals are knowledgeabl e about their cultures and communities within which they practice.

They are aware of multiculturalis m in society and its impact on the community as well as individuals within the community.

They respect the cultures and beliefs of individuals and groups.

© 2019 Cengage. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

services values and attitudes and promote understanding of human services ethics and their application in practice Integration of the ethical standards outlined by the National Organization for Human Services (NOHS) and the Council for Standards in Human Service Education (available on the NOHS website).

CSHSE A9h Client-Related Values and Attitudes.

Standard 19: The curriculum shall incorporate human services values and attitudes and promote understanding of human services ethics and their application in practice Integration of the ethical standards outlined by the National Organization for Human Services (NOHS) and

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the Council for Standards in Human Service Education (available on the NOHS website).

© 2019 Cengage. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.