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BriefContents 1. Preface
2 Acknowledgments
3 AbouttheAuthors
4. PartI:Helping:TheRoleandInfluenceoftheHelper
1 Chapter1 Ethics:CoretoProfessionalHelping
2 Chapter2 HelperVariables:WhattheHelperBringstotheHelpingRelationship
3. Chapter3.EthicalStandards:GuidelinesforHelpingOthers
4 Chapter4 EthicalPracticeinanIncreasinglyDiverseWorld
5 PartII:EthicsandStandardsofPractice:TheProfessions’Response
1. Chapter5.EthicsandtheLaw
2 Chapter6 Conflict:TheRealityof“BeingEthical”WithintheRealWorld
3 Chapter7 EthicalDecision-Making
6. PartIII:ApplyingEthicalStandards
1 Chapter8 InformedConsent
2 Chapter9 Confidentiality
3. Chapter10.BoundariesandtheEthicalUseofPower
4 Chapter11 EfficacyofTreatment
5 Chapter12 EvaluationandAccountability
6. Chapter13.EthicalChallengesWorkingWithGroups,Couples,andFamilies
7 Chapter14 CompetenceandtheEthicsofSelf-Care
7 AppendixA ProfessionalOrganizations
8. AppendixB.CodesofEthicsandStandardsofProfessionalPractice
9 Index
DetailedContents Preface
Acknowledgments
AbouttheAuthors
PartI:Helping:TheRoleandInfluenceoftheHelper
Chapter1 Ethics:CoretoProfessionalHelping
Objectives
TheHelpingProcess:ABlendingofArtandScience
TheHelpingProcess:TheMeetingofClientandHelper
Helping:ASpecialKindofInterpersonalProcessandResponse
TheRoleoftheClientintheProcessofChange
FreedomandResponsibilitytoChooseWisely
AssumeControlofTheirParticipationintheHelpingProcess MakeUseoftheInformationProvided?
TheRoleoftheHelperintheProcessofChange
DefiningandMaintainingaHelpingRelationship FacilitatingtheDevelopmentofaHelpingAlliance FacilitatingtheClient’sMovementTowardSomeSpecificOutcome
ConcludingCaseIllustration
CooperativeLearningExercise
Summary
ImportantTerms
AdditionalResources
References
Chapter2 HelperVariables:WhattheHelperBringstotheHelpingRelationship
Objectives
HelperValues
Helpers:DetachedandObjective
HelperValuesandExpectations:ShapingtheHelpingRelationship WhenValuesConflict
HelperOrientation:ATheoreticalAgendaforHelping ReflectingandValidatingInterpretations
HelperCompetence:BeyondKnowledgeandSkill
CareoftheHelper:EssentialtoMaintainingCompetence
TheEthicsofTherapeuticChoice
SelectingtheAppropriateTreatment
Professionalization,ProfessionalEthics,andPersonalResponse
CodesofEthics
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
ConcludingCaseIllustration
CooperativeLearningExercise
Summary
ImportantTerms
AdditionalResources
References
PartIII:ApplyingEthicalStandards
Chapter8 InformedConsent
Objectives
TheRationaleforInformedConsent
InformedConsentAcrosstheProfession
Competence
Comprehension
Voluntariness
SpecialChallengestoInformingforConsent
WorkingWithMinors
Third-PartyInvolvement
WorkingWiththeCognitivelyImpairedortheElderly
BeyondProfessionalStandards:APersonalMoralResponse
ConcludingCaseIllustration
CooperativeLearningExercise
Summary
ImportantTerms
AdditionalResources
References
Chapter9 Confidentiality
Objectives
Confidentiality:WhatandWhenWarranted?
ConfidentialityIsNotPrivileged
ConfidentialityAcrosstheProfessions
LimitsandSpecialChallengestoConfidentiality
ProfessionalSupport
ClientasDangertoSelforOthers
PersonsWithAIDS
MandatedReporting
Records:CourtOrdered
ConfidentialityandWorkingWithMinors
ConfidentialityintheTechnologicalEra
LegalDecisions:ConfidentialityandPrivilegedCommunications
ProfessionalsWithPrivilege
ExtendingtheDutytoProtect
ExtendingTarasoff
ProtectingthePractitioner
BeyondProfessionalStandards:APersonalMoralResponse
ConcludingCaseIllustration
CooperativeLearningExercise
Summary
ImportantTerms
AdditionalResources
References
Chapter10 BoundariesandtheEthicalUseofPower
Objectives
SettingandMaintainingProfessionalBoundaries
ProfessionalObjectivity:EssentialtoProfessionalBoundaries
SimpleIdentification
Transference
DualRelationships:Crossingand/orMixingBoundaries
SexualIntimacy:AClearViolationofProfessionalBoundaries
LegalDecisions
BeyondProfessionalStandards:APersonalMoralResponse
ConcludingCaseIllustration
CooperativeLearningExercise
Summary
ImportantTerms
AdditionalResources
References
Chapter11 EfficacyofTreatment
Objectives
PracticingWithintheRealmofCompetence
Competence
ProfessionalDevelopment:KnowingtheStateoftheProfession
FormalTraining
ContinuingEducation
SupervisionandConsultation
TheStandardofCare:AppropriateTreatment
DefininganAppropriateTreatment
EmployingEffectiveTreatments
DefiningEfficacious
ManagedCare:CompoundingtheStandardofCareIssue
EmployinganActionResearchApproachtoPractice
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
SecretsasConfidential?
LimitstoEnsuringConfidentiality
MaintainingConfidentiality
Boundaries
Responsibility:ClientWelfare
ConcludingCaseIllustration
CooperativeLearningExercise
Summary
AdditionalResources
References
Chapter14 CompetenceandtheEthicsofSelf-Care
Objectives
Competency:MoreThanKnowledgeandSkill
Helping:BeingWith,NotDoingTo Burnout
CompassionFatigue
TheEthicalChallenge
AChallengetoCoreValues
AChallengetoDevelopingandMaintaininganEthicalTherapeuticRelationship
AChallengetoEnactingEthical,EffectiveTreatmentPlans
EthicalResponse
PreventativeMeasures:AnEthicalResponsetoSelf-Care
InterveningintheFaceofBurnoutandCompassionFatigue AwarenessandSelf-Care
RespondingtoImpairment
CollegialCorrectiveResponse
ConcludingCaseIllustration
CooperativeLearningExercise
Summary
ImportantTerms
AdditionalResources
References
AppendixA ProfessionalOrganizations
AppendixB.CodesofEthicsandStandardsofProfessionalPractice Index
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.
StandardsofPractice Professionalhelp-giversneedstandardsofpracticeandguidelinesformakingthemanycomplexethical decisionsencounteredinthepracticeandperformanceoftheirduties Therecognitionoftheneedfor educationinstandardsandcodesofethicsiscommonplaceacrossthehumanservicesprofession Tothisend, numeroustextshavebeencreatedtodescribe,explain,andillustratethespecificethicalprinciplesguidingthe practiceofvarioushumanserviceproviders
Thisbook,whileaddressingethicalissuesandprinciplesinhumanserviceprofessions,includingsocialwork, counseling,psychology,andmarriageandfamilytherapy,movesbeyondmereexplanationandillustrationto highlightingtheunderlyingmoralprinciplesandvaluesthatserveasfoundationforthesecodesandattempts tofacilitatethereader’sownershipoftheseprinciplesandtheresultingspecificethicalcodes
ToBeEthical Thisisnotthefirsttexttodiscusstheuniquechallengesandneedsforethicalprofessionalpractice.Aswith manyoftheothertexts,thisbookscitesthelatestethicalstandardsasexplicatedbyprofessionalorganizations suchastheAmericanCounselingAssociation(ACA),theAmericanAssociationforMarriageandFamily Therapy(AAMFT),theAmericanPsychologicalAssociation(APA),theAmericanSchoolCounselor’s Association(ASCA),theInternationalAssociationforGroupPsychotherapyandGroupProcesses(IAGP), andtheNationalAssociationofSocialWorkers(NASW)(AppendixA) Throughoutthebook,theprinciples advancedbytheseorganizationsaredefinedandillustratedwithfictionalcaseillustrations.Knowingone’s professionalcodesofethicsisessential However,knowledgealoneisinsufficient Thereisabundantevidence,bothresearchandanecdotal,thatillustratesthatwhiletheunderstandingofthe codesofconductiscoretoprofessionaltraining,understanding/comprehensionaloneisinsufficientto guaranteetheseprincipleswillbelivedoutinpractice.Frequencyofethicalviolationhighlightsthefactthat knowledgesometimesfailstotakeforminactualpracticedecisions Itisthisgapbetween“knowing”and “doing”or,ifyouwill,betweenunderstandingtheethicsofone’sprofessionand“being”theembodimentof thoseethicsthatservesastheraisond’etreforthistext.Theuniqueandprimaryfocusofthetextisinhelping thereadergobeyondcomprehendingtheirprofession’scodesofethicstoassimilating,owning,andpersonally valuingthesestandardsofethicalpractice.Thetext,whileprovidingareviewoftheethicalprincipleswhich framepractice,isfocusedlessonknowingethics…andmoreonbeingethical.
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.
ChapterOverview Asnotedabove,thefocusofeachchapterisonhelpingthereadernotonlyunderstandthewhatandwhyof eachcomponentofone’sprofessionalcodeofconductbutmoreimportantlytoseeandownthevalueof adheringtotheethicalprincipleatapersonalandprofessionallevel Theresoundingthemeisthecallingto “BE”ethical,andLIVEone’sethics…notmerelyemployingthemasaprofessionalduty.
Eachchapterwillincludeextensivecaseillustrationsalongwithguidedexercisestoassistthereadertomove fromcomprehensiontoapplicationandvaluing
AFinalThought Thisbook,likemostothertexts,canbeanimpersonalcompendiumofinformation.Hopefully,thecase illustrationsandtheexerciseswillhelptomakeitlessimpersonal Therealkey,however,isyou,thereader Asyoureadthisbook,makethematerialpersonal Investyourselfintheexercises:Themoreofyouplaced intoyourreading,themorethematerialwillbeabletostimulateyourgrowthasanethicalhelper.
Thisprefaceendswithareminderthatethicsisnotsimplyathingtobememorized Theprinciples,and standardsofethicalpracticegobeyondademandforcomprehensionandademonstrationofthat comprehensionbyperformanceonapencilandpapertest.Ethicalprinciplesinandofthemselvesare valueless Itisintheembodimentofthoseprinciplesinbeingethicalthatlifeisgiventotheseprinciplesand ourdesirestobeeffectivehumanserviceproviderscanbefulfilled
RichardD Parsons
KarenL.Dickinson
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
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AbouttheAuthors RichardD Parsons,PhD,isafullprofessorintheCounselorEducationDepartmentatWestChester University Dr Parsonshasover40yearsofuniversityteachingexperienceincounselorpreparationprograms Priortohisuniversityteaching,Dr.Parsonsspentnineyearsasaschoolcounselorinaninnercityhigh school Dr Parsonshashadaprivateclinicalpracticeforover30yearsandservesasaconsultantto educationalinstitutionsandmentalhealthserviceorganizationsthroughoutthetri-stateareaofPennsylvania, NewJersey,andDelaware,andhehasbeentherecipientofmanyawardsandhonors,includingthe PennsylvaniaCounseloroftheYearaward
Dr Parsonshasauthoredorcoauthoredover80professionalarticlesandbooks Hismostrecentbooks includetheseriesoffourtrainingtextsforschoolcounselorsTransformingTheoryIntoPractice(CorwinPress); andindividualtextsincludingBecomingaSkilledCounselor,FieldExperienceandCounselingTheory(Sage),and CounselingStrategiesThatWork!Evidenced-BasedforSchoolCounselors(Allyn&Bacon)
KarenL.Dickinson,PhD,isanassociateprofessorintheCounselorEducationDepartmentatWestChester UniversityofPennsylvaniaandcoordinatoroftheSchoolCounselingCertificationprogram.Dr.Dickinson hasover10yearsofexperienceteachingattheuniversitylevelincounselingpreparationprograms Dr DickinsonspentoverthreedecadesintheK–12educationalsystem,supportingstudentsasageneral educationandspecialeducationteacherandschoolcounselor.Inadditiontohernumerousstate,regional,and nationalpresentations,andarticlesaddressingtheneedsofcollegestudentswithdisabilities,sheisa contributingauthorforthetext:WorkingwithStudentswithDisabilities:PreparingSchoolCounselors(Sage)
PARTIHelping:TheRoleandInfluenceoftheHelper CHAPTER1Ethics:CoretoProfessionalHelping Maria:Hi AreyouMs Wicks?I’mMaria Mr BradytoldmethatIhadtocometalkwithyou
TheopeningexchangebetweenMariaandMs Wicks,whileonthesurfaceappearingquitetypicalofmany exchangedwithinaschoolsocialcounselor’soffice,beliesthefactthattherelationshipthatwillunfoldandthe dynamicsoftheirexchangeswillbechallengingandfraughtwithethicalchallenge.
Whiletheprocessofhelpingcanappearsonaturalandmostofthetimerelativelyeasy,whenviewedfromthe perspectiveofthoseinthehumanserviceprofessions,itisintruthcomplexandfilledwithchallengesforboth thehelperandtheclient.Thosewithinthehumanserviceprofessionsunderstandthathelpinganotherperson copewithaproblemorfacilitatingthatperson’smovementtowardaspecificoutcomeisaveryresponsible process Itisaprocessthatisdonewithintentionandreflectionanddemandstrainingandprofessional competence.Itisalsotruethatthishelpingprocessisnotandcannotbeformulaic.Onecannotsimplyfollow astep-by-steprecipeinprogressingtowardthedesiredgoals
Withinanyhelpingencounter,theprofessionalhelperiscalledupontomakenumerousdecisions,decisions thatcalltoquestionhisorherownpersonalvaluesaswellashisorherprofessionalcodesofconductand ethics Theuniqueroleandinfluenceofthehelperwithinthedevelopingethicalhelpingrelationshipisthe focusofthecurrentchapter
Objectives Thechapterwillpresenttherolethatthehelper’sbeliefs,values,andethicsplayinshapingthedecisionmakingthatoccurswithinthehelpingdynamic
Afterreadingthischapter,youshouldbeabletodothefollowing:
Definehelpingasadynamicprocess,reflectingbothanartistryandascience Describetheuniqueethicalresponsibilitiesandrolesoftheprofessionalhelperwithinahelping relationship
Identifythesalientcharacteristicsoftheeffectivehelperandthedegreetowhichyoucurrentlypossess thesecharacteristics.
Identifythereciprocalrolesandresponsibilitiesofboththeclientandthehelperinanethicalhelping relationship
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
