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MovingBeyondProfessionalStandardstoPersonalResponse
ConcludingCaseIllustration
CooperativeLearningExercise
Summary
ImportantTerms
AdditionalResources
References
Chapter3 EthicalStandards:GuidelinesforHelpingOthers Objectives
FormalEthicalStandards:TheEvolutionofaProfession
AcrosstheProfessions:AReviewofEthicalStandardsofPractice
CommonConcernsandSharedValuesAcrosstheProfessions
InformedConsent
Confidentiality
AppropriateBoundariesforProfessionalRelationships
HelperCompetence
BeyondKnowing:ACalltoBeingEthical
ConcludingCaseIllustration
CooperativeLearningExercise
Summary
ImportantTerms
AdditionalResources
References
Chapter4 EthicalPracticeinanIncreasinglyDiverseWorld Objectives
Prejudice:PervasiveinandThroughouttheHelpingProfession
IncreasingAwarenessofPersonalWorldview
PotentialBias:BeyondthePersonaltotheProfession RespondingtotheChallenge
TheEthicalPractitionerIsAWARE
Culture,Worldview,andtheNatureofProfessionalRelationship
DefiningandAssessingaPresentingConcern
EstablishingandImplementingaTreatmentPlan
ConcludingCaseIllustration
CooperativeLearningExercise
Summary
ImportantTerms
AdditionalResources
References
PartII:EthicsandStandardsofPractice:TheProfessions’Response
Chapter5.EthicsandtheLaw
Objectives
TheHelpingProcessasaLegalContract
TheLegalFoundationofEthicalPractice
EthicalDoesNotAlwaysEqualLegal Unethical,YetLegal Ethical,YetIllegal WhenEthicsandLegalitiesCollide ConcludingCaseIllustration
CooperativeLearningExercise
Summary
ImportantTerms
AdditionalResources
References
Chapter6.Conflict:TheRealityof“BeingEthical”WithintheRealWorld Objectives
ServingtheIndividualWithinaSystem
EthicalCultureofSocialSystems
WhoIstheClient?
WhenThereAreMultipleMasters
BeyondProfessionalStandards:APersonalMoralResponse
ConcludingCaseIllustration
CooperativeLearningExercise
Summary
ImportantTerms
AdditionalResources
References
Chapter7.EthicalDecision-Making
Objectives
CodesofEthics:GuidesNotPrescriptions
EthicalDecision-Making:ARangeofModels
EthicalJustificationModel
Step-WiseApproach
Values-BasedVirtueApproach
IntegratingCodes,Laws,andPersonal-CulturalValues
CommonElements:AnIntegratedApproachtoEthicalDecision-Making
Awareness
Grounding Support
Implementation
ActionResearchDefined
ActionResearch:AnEthicalConsideration
TheUseofReferral
KnowingWhentoRefer
KnowingWheretoRefer
MakingtheReferral
RecentLegalDecisions
BeyondProfessionalStandards:APersonalMoralResponse
ConcludingCaseIllustration
CooperativeLearningExercise
Summary
ImportantTerms
AdditionalResources
References
Chapter12.EvaluationandAccountability
Objectives
MonitoringandEvaluatingInterventionEffects
FormativeEvaluation
SummativeEvaluation
SettingTreatmentGoalsandObjectives
MeasuringOutcomeandGoalAchievement
RecordKeeping
NatureandExtentofRecords
StorageandAccess
DatabaseandComputerStorage
RecentLegalDecisions
ConcludingCaseIllustration
CooperativeLearningExercise
Summary
ImportantTerms
AdditionalResources
References
Chapter13 EthicalChallengesWorkingWithGroups,Couples,andFamilies
Objectives
CompetencytoPractice
Identifyingthe“Client”
InformedConsent
GeneralComponents
WorkingWithCouples,Families,andGroups
Confidentiality
Preface
Forthoseworkinginthehelpingprofession,thepowerofthehelpingrelationshipandthehelpingdynamic, beitasacounselor,psychotherapist,socialworkerorconsultant,ismorethanevident Equallyevidentisthe factthatengaginginahelpingrelationshipasaprofessionalcarriesaverypowerfulandawesomesetof responsibilities Sadly,byomissionorcommission,notallthoseservingasprofessionalhelpersrespectthe powerofthehelpingdynamicandasaresult,failtoprotectthewelfareoftheirclients
Ashelpers,wearegiventheresponsibilitytocareforindividualswho,bydefinitionofneedinghelp,areoften thosewhoaremostvulnerabletomanipulation.Andwhilepremeditatedandblatantabusesofclientwelfare aretheexceptionwithinhumanservices,theydooccuranddemonstratethepowerofthehelpingrelationship, evenwhenthe“helper”choosestodoharm.Equallydeleterioustoclientwelfarearethoseinstanceswhen ignoranceofethicalstandardsandcodesofconductmitigateclienthelporcauseharm.Inthesesituations, helpersmayappeartobeactingonbehalfoftheclient,buttheirignoranceofortheirfailuretoembodythe establishedcodesofconductandstandardsofpracticeimpededtheprogressofbothclientandprofession.
TextFormatandChapterStructure
Researchsuggeststhatproceduralknowledgeisacquiredastheresultofpracticeaccompaniedbyfeedback. Practiceandfeedbackwillbecentraltothistext Caseillustrationsanddirectedpracticeactivitieswillbe employedasteachingtoolsthroughoutthetext Eachchapter,withtheexceptionofthepreface,willprovidea blendingoftheory,practice,andguidedpersonalizedapplication.Thechapterswillincludethefollowing:
Alistingofchapterobjectives
Explanationoftheconstructspresentedwiththechapter,alongwiththesupportiveresearch
Explanationofspecific,coreelementsofone’sprofessionalcodeofethics
Caseillustrationsdemonstratingtheconstructs/conceptspresentedwithinthechapter
Guidedpracticeexercises,inorderforthereadersto“experience”theconstructsandconceptsunder discussion
Aconcludingcaseillustration
Acooperativelearningexercise
Alistofweb-basedandliterature-basedresourcesofadditionalmaterial
Asateachingtool,thetextnotonlyhighlightsthecognitivedomainfacilitatingthereaderscomprehensionof thewhatandwhyoftheirprofession’scodeofethicsbutalsotheaffectivedomainaswell Throughoutthe text,guidedexercisesareprovidedanddesignedtoengagethereader’sawarenessoftheirownvaluing processes.Thepurposeoftheexercisesistwofold.First,itishopedthattheexercisewillhelptoclarifythe pointsunderdiscussion Secondandmoreimportantly,itishopedthattheexerciseswillhelpthereader personalizethematerialspresentedandassimilatevalues,whichareinlinewithprofessionalethics,intohisor herpractice.
CallingAllInstructors!
SAGE’spassword-protectedcompanionwebsiteincludesthefollowingtext-specificinstructorresources: Testbanksprovideadiverserangeofpre-writtenoptionsaswellastheopportunitytoeditanyquestionand/orinsert personalizedquestionstoeffectivelyassessstudents’progressandunderstanding Editable,chapter-specificPowerPoint®slidesoffercompleteflexibilityforcreatingamultimediapresentationforthecourse Pleasesigninathttp://studysagepubcom/parsonsethics
Acknowledgments
Aswithanytext,whilethenamesonthecoveridentifytheauthors,thecreditforthebook’screationextends wellbeyondthosesoidentified Fromthosewhoseresearchiscitedwithintothemanywhohavehelpedtake ourideasandhelpcraftthemintothewordsyouareabouttoread,wetrulyareappreciative.
Weparticularlywouldliketoacknowledgetheencouragementanddirectionprovidedbythosewhoreviewed thematerialsintheirinitialstages SpecialthanksgoouttoGarySchilmoeller,UniversityofMaine;KeithM Wismar,DillardUniversity;andMarieK.(Mickey)Crothers,UniversityofWisconsin-EauClaire.Their candidfeedbackmadethistextbetterthanitwouldhavebeenwithouttheirinsights.
WewouldliketoacknowledgethesupportandguidanceprovidedbythewonderfulpeopleatSAGE Toour friendandonetimeeditoratSAGEPublishing,KassieGraves,yourvisionhasbeeninspiringandwethank you.ToAbbieRickard,CarrieMontoya,BennieClarkAllen,andKarinRathert,yourprofessionalexpertise andguidancehasprovidedthescaffoldingweneededtoproducethiswork
Additionally,wethankEmilyDeVivo,ourgraduateassistantwhohelpeduswithhoursofupdatingcodes Finallyandmostheartfelt,wewouldliketoacknowledgethetirelessassistanceprovidedbyourgraduate assistantJenniferToby Hercompetenceincheckingourresearch,investigatingresources,andsimplykeeping usgentlyontaskwaskeytothecreationofthisfinalproduct Thankyou,Jen,we’llmissyou
SAGEPublishinggratefullyacknowledgesthefollowingreviewers:
JudithBeechler,MidwesternStateUniversity
EllenBehrens,WestminsterCollege
StevenBerman,UniversityofCentralFlorida
KananurChandras,FortValleyStateUniversity
KathleenCurran,NHTI-Concord’sCommunityCollege
StevenFarmer,NorthernArizonaUniversity
PerryFrancis,EasternMichiganUniversity
CharlesKelly,NorthwesternConnecticutCommunityCollege
JulieKoch,OklahomaStateUniversity
CandaceMcLain,TaitColoradoChristianUniversity
EmekaNwadiora,TempleUniversity
LisaRay,UniversityofCentralArkansas
SharonSisti,HilbertCollege
AnnaViviani,IndianaStateUniversity
GingerWelch,OklahomaStateUniversity
ChristineWilkey,SaintMary-of-the-WoodsCollege
ShannonWolf,DallasBaptistUniversity
KathleenWoods,ChadronStateCollege
PARTIHelping:TheRoleandInfluenceoftheHelper
TheHelpingProcess:ABlendingofArtandScience
Theeffectivehelperunderstandsandappreciatesthefactthathelpingisnotsimplythesterileapplicationof techniquesorprocedures Whileahelper’sunderstandingofwhattodomaybegroundedintheoryand research,thewhenandhowtodoitrequireasensitivitythatextendswellbeyondtheoreticalknowledgeand technicalefficiency.ConsiderthemanyoptionsanddecisionpointsaffordedthehelperworkingwithKim andthewaythatthehelper’spersonalandprofessionalethicscaninfluencethechoicesmadeandthedirection taken(SeeCaseIllustration11)
CaseIllustration1.1
Kim
Kimisacollegefreshman Duringherfirstweekofschool,shecametospeaktoacounselorintheUniversityCounselingCenter Onenteringtheoffice,shestatedthatshehada“minorissue”andthencontinuedwith,“Iknowschoolhasjuststarted,andIam justanaivelittlehelplessfreshman,but,I(looksdowntothefloor),well,I (voicebecomessoftandquiet)haveakindof wella Iguessyoucouldcallitasmall,butnotrealsmallproblem,withmyroommate Look,Idon’twanttoseemlikeacomplainer,I’m not amI?But(fidgetingalittle),geez,thisiskindofembarrassingtotalkabout,Imeanyou’reaguy(giggles),ofcourseyou knowthat,but oh,HELL,I’mjustgonnasayit Ithinkmyroommate is well,she,let’ssayisnothinglikeme No,whatI meantosayis Ireallylikeguys(smilesflirtatiously)eventhoughIhaven’thadachancetomeetanyonehere,exceptthefreshman boys,butanyway Idon’tthinkshedoes,ifyouknowwhatlmean Wellanyway,yougettheidea Don’tyou?Ijustneedanother room!”
InreviewingKim’scomplaint,didyoufeelthattheroommatewastheproblem,orwassomethingelseon Kim’smind?Wasthereaproblem?WhileKimwasverballyexpressive,whatdidyounoticeabouther behavior?Herstyleofcommunicating?ShouldthecounselorhavestoppedKimandaskedaquestionatany point?ShouldthecounselorhaveconfrontedKim?HowmightKim’sstyleofsharingoreventhetypeof issuesandvaluessheisexpressinginteractwiththecounselor’svalues?Somanyquestions,allwithoutsimple, clearanswers questionsthattargetnotonlythestepstobetakenbythecounselorbutalsotheunderlying values,beliefs,andethicsguidingthosesteps
Aspreviouslysuggested,helpingisaprocessforwhichthereisnoonetriedandtruesequenceofstepstobe applied Helpingisnotanautomatic,cold,anddistantprocessofproblemsolving Itistrulyanawesome encounter,oneengagingclients’andhelpers’feelingsandvaluesaswellastheirminds Thecomplexityand dynamicnatureofthehelpingprocessisinfusedwithsubjectivity,intuition,andoftenconfusion,renderingits facilitationasmuchofanartasascience Itisimportanttorealizethataswithanyart,theproductreflects notonlythesubject,inthiscasetheclient,butalsotheartist Eachparticipantmobilizeshisorhervalues, beliefs,needs,andevendreamstomaketheverybestofanincreasinglyintimaterelationship.
Asacontributortothisproductandprocess,whatmightthecounselordepictedinCaseIllustration1.1have contributedtothedynamicwithKim?Whatdidthecounselorfeel?Whatneedsandconcernsdidthe counselorbringtothisinteraction?Whatfeelings,thoughts,andbehaviorswerestimulatedorelicitedby Kim?Theuniquenessofthehelpertintstheprocessandoutcomeofthehelpingrelationship.Twodifferent counselorsworkingwithKimmayhaveattendedtodifferentpiecesofherstoryorherstyleandmayhave movedtowarddifferentoutcomesorthesameoutcomethroughdifferentpaths Exercise11providesan opportunitytoidentifythewaythepersonaluniquenessofeachhelpercaninfluencetheverynatureand outcomeofthehelpingencounter
Exercise1.1
YouasHelper YouasArtist
Directions:ReturntoKim’scase AsyoureadthedescriptionsandreviewKim’spresentation,trytodevelopacompleteimageofthe interaction Imagineyouarethecounselor WhatdoesKimlooklike?Whereareyoustanding?Whatmightyouhavebeendoing priortohercomingtoseeyou?Whatelseisonyourthingstodolist?Afterdevelopingarealsenseofthescenario,withyouas counselor,respondtothefollowingquestions:
Whatmeaningdidyoumakeofallofthevariedverbalandnonverbal(eg,lookingdown,flirting,etc)communications?
Howdoyouinterpretthepara-linguistic(ie,intonationinhervoice,volume,etc)messages?
Whatelementsofherstyleorhermessagedidyoupayattentionto?
Howdidyou“feel”aboutKim?
Whatdidyouwanttodo?
WhatareyourfeelingsaboutthepossibilityofworkingwithKim?
Compareyourobservationsandconclusionswithacolleague’sorclassmate’s:Didheorshefocusonotherdata?Haveotherfeelings? Howmightone’sfocusbeinfluencedbypersonalvalues,beliefs,prejudices,orethics?Whatrolemightthe“person”ofthehelper playindefiningthenatureanddirectionofthishelpingrelationship?
Whilethepersonofthehelperwillcomeintoplayinshapingtheprocessofhelping,itisimportantthatas professionalsweemployastandardofservice,aguidetoperformance,onethathelpstoplaceagovernoron theinfluencethatourownpersonalvaluesandsubjectivitycanexertwithintherelationship.Thatgovernoris foundwithineachofthehumanserviceprofession’scodesofethics.Itisagovernorthatmovesourhelping frompersonaltoprofessional