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More About This Title Becoming an Ethical Helping Professional: Cultural and Philosophical Foundations with Video Resource Center
English
This guide will take readers on a wide-ranging tour of ethics—covering both the theoretical and practical aspects of providing sound, ethical care. In addition to invaluable information, this book provides access to chapter objectives, candid case studies, stories from both students and counselors, questions for reflection, and student discussion activities. Included with this text is an access code for the Video Resource Center that features thoughtful experts discussing the cultural dynamics, life experiences, and philosophical positions that inform ethics in counseling and psychotherapy. The videos include a group discussion of moral philosophy, and interviews with a Buddhist monk, an Islamic scholar, and a counselor. These videos offer you fresh perspectives on the subject of the book.
Coverage goes beyond a laundry-list approach to rules of conduct, and plumbs the philosophical roots embedded in today's professional codes. Engaging case studies explore how ethical rules and principles apply in various real-world settings and specialties.
After covering ethical philosophies, codes, and standards, Becoming an Ethical Helping Professional further discusses:
- The helping relationship from beginning to end
- Confidentiality and trust
- Boundaries, roles, and limits
- Assessment: peering through the right lens
- Research, efficacy, and competence
John & Rita Sommers-Flanagan have written an exceptional resource that considers both the process and the content of making ethical choices as a counselor or psychotherapist.
English
RITA SOMMERS-FLANAGAN, PHD, is Professor of Counseling and Director of Women's Studies at the University of Montana.
JOHN SOMMERS-FLANAGAN, PHD, is Assistant Professor of Counseling at the University of Montana and a mental health consultant with Trapper Creek Job Corps. He also maintains a private practice.
Rita and John are the authors of two previous texts: Clinical Interviewing, now in its fifth edition, and Counseling and Psychotherapy Theories in Context and Practice: Skills, Strategies, and Techniques, now in its second edition (both from Wiley).
English
Acknowledgments xvii
About the Authors xix
About the Contributors xxi
Preface xxiii
Section One: The Foundation
One Counseling Ethics and the Big Picture 3
Chapter Orientation 3
Defining the Terms 4
Ethics and Morals 4
Morality, Ethics, and Essence 5
The Role of Ethics in the Professions 5
The Role of Morality in Human Culture 6
Are There Universal Morals? 9
Tension between Relativism and Absolutism 9
The Dialectic of the Moral Life 9
Global Human Rights 11
Moral Values, Rules, and Principles 12
Professional Identity: Power and Peril 13
Attributes of Professional Helping: Common Ground 14
Professional Organizations and Associations 15
And Who Is the Client? 16
Chapter Wrap-Up 19
Two Philosophical and Culture: Roots and Prisms 20
Chapter Orientation 20
Exploring Moral Philosophies 21
Character or Virtue Ethics 24
Defining Virtue 25
Character Development 26
The Golden Mean 26
Rationality, Emotions, and Habits 27
Doing the Right Thing 27
Current Expressions of Character Ethics 28
Deontological Ethics 28
Kant and Moral Duties 29
John Rawls and Social Justice 31
Utilitarian or Consequentialist Ethics 32
The Contributions of Jeremy Bentham and John Stuart Mill 33
Current Adherents and Approaches 33
Situation Ethics 34
The Principles Approach 35
Bioethics and Mid-Level Principles 36
Alternative Cultural Views on Morality and Ethics 37
Religion's Interactive Relationship with Ethics 37
Traditional Asian Ethics 38
African Ethics 44
American Indian Ethics 45
Feminist Ethics and the Ethics of Care 48
Chapter Wrap-Up 51
Three Ethics Codes, Codes of Conduct, Employer Policies, and the Law 53
Chapter Orientation 53
Why Codes? 54
Recognizing the Moral Dimensions of Professional Knowledge 54
Legal Concerns and Fears as a Driving Force 55
Functions of the Codes 56
Distinctions between Codes and Laws 58
Policies and Practices 59
Policies within Schools and Agencies 59
Standard of Care or Acceptable Practices 61
Guidelines, Codes of Behavior, and Mission Statements 61
Mission Statements 62
Ethical Decision-Making Guides 68
Decisions about Decisions 68
Ethical Considerations in Crisis Counseling 71
Using Ethical Principles to Guide Crisis Work 74
Beneficence 75
Nonmaleficence 76
Justice 77
Autonomy 77
Fidelity 78
Chapter Wrap-Up 80
Four Professional Identity Development: Values and Definitions 81
Chapter Orientation 81
The Intricacies of Helping 82
Why People Become Professional Helpers 83
Motives for Helping and the Golden Mean 83
The Intersection of Motivations and Values 85
When Values Contrast in Interesting Ways 90
When Values Clash 90
When Shared Values Present Challenges 90
Moral Sensitivity and Clinical Concerns 91
Choices about Displaying Values 92
Care for the Caring 93
Anxieties That Are (or Should Be) Common to Graduate Students 94
The Imposter Syndrome 96
The Invisible Knapsack 97
Burnout Awareness and Prevention 98
Factors and Symptoms of Stress and Burnout 99
Resilience and Hardiness 102
Weaving the Strands Together 103
Chapter Wrap-Up 104
Section Two: The Day to Day Challenges Common to All
Five The Helping Relationship: From Beginning to End 109
Chapter Orientation 109
Before the Beginning 110
Portraying Yourself and Your Services 110
Officing Yourself 111
Informed Consent and Informed Refusal 113
Autonomy for All? 114
Informed Refusal 116
The Nuts and Bolts 119
Legal Concerns 122
Considerations for Particular Populations 122
The First Session: Competency and Referral 126
When Your Skills and Client Needs Do Not Match 128
Technology Rears Its Ugly (Beautiful?) Head 130
Ending Well 131
Chapter Wrap-Up 134
Six Confidentiality and Trust 135
Chapter Orientation 135
Confidentiality and the Therapeutic Relationship 136
Professional Dimensions of Confidentiality 136
Why Confidentiality? 138
The Limits of Confidentiality and Their Evolution 140
Categories of Exceptions to Confidentiality 141
Protection of Self and Others 141
Communication with Office Staff and Other Professionals 147
Communication with Funding Sources or Third Party Payers 148
Depositions, Subpoenas, and Court Orders 149
Summarizing the Limits and Exceptions 152
Technology and the Internet 152
Particular Populations and Confidentiality Concerns 154
Children and Adolescents 154
Confidentiality Concerns in Families, Couples, and Groups 155
Mandatory or Involuntary Clients 157
Professional Record Keeping 157
Chapter Wrap-Up 159
Seven Boundaries, Roles, and Limits 160
Chapter Orientation 160
Introduction to Roles, Boundaries, and Relationship Rules 161
Why All the Fuss about Boundaries and Relationships? 162
Distinctive Aspects of Professional Helping Relationships 163
Transference 164
Countertransference 166
Client Indignation or Relief 168
Ethics Codes and Terms 168
Boundaries, Roles, Timing, and Informed Consent 171
Boundary Overlaps That Predate the Professional Relationship 172
Boundary Overlaps During the Professional Relationship 174
Postprofessional Relationship Boundary Considerations 175
Practices and Techniques with Boundary Implications 176
Gift Giving and Receiving 176
Self-Disclosure 178
Considerations about Touch 179
Assessing Potential Benefit and Harm 179
Little Communities, Big Boundaries? 182
Romance, Sex, Love, and Lust 183
Sex Before or After? 186
Chapter Wrap-Up 187
Eight Assessment, Evaluation, Testing: Peering Through the Right Lenses 188
Chapter Orientation 188
The Roots and Nature of Assessment 189
The ABCs of Ethical Assessment 190
Assessment Requires Judgment 190
The Assessment Continuum 191
Practitioner as Instrument 192
Informed Consent and Confidentiality 192
Multi-Method, Multi-Source Assessment 195
Informal Assessment 195
Observational Strategies 196
Using Art and Drawings in Assessment 196
Clinical Interviewing 197
Assessment and Science 198
Testing 199
Formal Evaluations 201
Psychological Evaluations 201
Social, Learning, Career, and Need-Based Evaluations 202
Diagnosis and the DSM System 202
The Purpose of Diagnosis 204
The XYZs of Ethical Assessment 206
Be Mindful of Issues in Technology and Setting 206
Use the Least Severe Diagnostic Label 206
Recognize That All Assessment Procedures Are Flawed 207
Honoring Client Perspectives 207
Be Attentive to Diversity Issues and Potential Misuse 207
Chapter Wrap-Up 210
Nine Competence, Accountability, and Research: How We Know What We Should Know 211
Chapter Orientation 211
Competence: You’ll Know It When You See It? 212
Defining the Minimal Boundaries of Competence 212
Education and Training 213
Supervised Experience 213
State and National Professional Credentials 213
Appropriate Professional Experience 214
Specialties, Specialization, and Competence 214
Ongoing Competence and Self-Assessment 215
Competence, Accountability, and Research Evidence 217
Counseling and Psychotherapy Outcomes Research 218
Searching for Compromise: Evidence-Based Practice Principles 221
Evidence-Based Mental Health Practice 222
Evidence-Based School Counseling Practice 223
Outcomes Research on Divergent Minority Groups 225
Ethical Concerns in Research and Publication 226
Research with Multicultural and Vulnerable Populations 227
Research and Informed Consent 228
Ethics in Qualitative, Quantitative, and Mixed Designs 229
Ethical Concerns with Funding and Findings 229
Research Topics: Choosing Wisely 231
Chapter Wrap-Up 232
Section Three: Specific Specialties and Professional Identities
Ten Counseling in the Schools 235
(By John Sommers-Flanagan, Nancy Bodenhorn, and Rita Sommers-Flanagan)
Chapter Orientation 235
Professional School Counseling 236
The History 236
The Transformations 237
Why Are School Counseling Ethics So Challenging? 239
A School Is a School Is a School . . . 240
The Role and Function of the Professional School Counselor 245
General Guidelines for School Counselors 246
Confidentiality: A Common Conundrum 247
Sexual Abuse 248
Sexual Harassment 249
FERPA, Records, and Sole Possession Records 249
Informed Consent(s): An Increasingly Important Practice 250
With and For Students 251
For Parents 251
Legal Concerns 252
Subpoenas and Testifying 252
Negligence 253
Multiple Relationships: Many Hats, One School 253
With Students 253
With Colleagues 254
Managing Consultation Relationships 254
Assessment and Accountability 254
Hot Counseling Topics and Concerns 255
Counseling in the Event of an Unwanted Pregnancy 255
Dangerous Behaviors: Sex, Drugs, Eating Disorders, and More 256
Suicidal Threats or Behaviors 258
Career Counseling and College Guidance 259
Diversity Issues 259
Working Ethically with Groups in Schools 260
An Ethical Decision-Making Model for School Counselors 262
Chapter Wrap-Up 262
Eleven Psychotherapy, Mental Health Counseling, and Career Counseling 263
Chapter Orientation 263
Mental Health Counseling: Roots and Directions 264
Distinguishing and Common Features Among Mental Health Professions 264
Nature of Human Health and Distress 265
Educational Backgrounds 265
Terminology Distinctions 269
Professional Organizations 270
Issues in Agency and Independent Practice 271
Health Insurance, Managed Care, and Fees 271
Self-Pay Issues and Problems 275
Confidentiality with Other Professionals 278
Competence and Supervision 279
Professional Representation 281
Ethical Concerns in Career Counseling 283
Speciality Competencies and Credentials 284
Specific Ethical Concerns and Challenges 284
Chapter Wrap-Up 286
Twelve More Specialties: Families, Couples, Rehabilitation, Addictions, Pastoral 287
Chapter Orientation 287
Introduction: Why These Specialties? 288
Couple and Family Therapy 289
Definition and Origins 289
Professional Identity 290
Specific Ethical Concerns and Challenges 291
Rehabilitation Counseling 295
Definition and Origins 295
Professional Identity 295
Specific Ethical Concerns and Challenges 296
Addictions Counseling 298
Definition and Origins 299
Professional Identity 300
Specific Ethical Concerns and Challenges 300
Pastoral Counseling 303
Definition and Origins 303
Professional Identity 304
Specific Ethical Concerns and Challenges 305
Beyond Specialty 307
Personal Coaching 308
Spiritual Direction 309
Chapter Wrap-Up 310
Thirteen Teaching, Mentoring, Supervision 312
Chapter Orientation 312
Alpha, Omega: Beginning and End 312
Moral Philosophy and Professional Elderhood 314
Deontological Dimensions 314
Utilitarian Usefulness 314
Character Concerns 315
Teaching: The Transforming Force of Knowledge 316
Client Welfare 316
Teaching Competence 317
Teaching Relationship 318
Teaching and Technology 321
Supervision: Undergirding and Oversight 322
Client Welfare 323
Supervision Dimensions and Competencies 324
Multicultural Competence 327
Supervisory Relationships 329
Technology and Supervision 331
Chapter Wrap-Up 331
Epilogue 333
A Life-Long Balancing Act 333
No One Is Perfect 333
Unreported, Unaccused, but Unethical 334
If You Are Accused 334
If You Know of Unethical Behavior 335
Best Practices and Likely Concerns 336
A Fond Farewell 337
References 339
Appendix A: Universal Declaration of Human Rights 367
Author Index 373
Subject Index 385
About the Video Resource Center 393
