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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

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