etical issue
Please create a 12-slide Power Point presentation about ethical issues in human services. There should be 10 slides of text, plus a title slide and a reference slide. Each slide should contain 3-4 bullet points of content (complete sentences are not necessary, but the bullet points should each contain enough text to sufficiently communicate your thoughts). Each slide should contain examples and also visual graphics to enhance the presentation. Please follow the guidelines below to structure your presentation:
Slides 1-2: introduction. These slides should discuss the overall concept of ethics and why they are vital to the field of human services. What purpose do they serve? What would happen if no ethics codes were necessary? Provide examples.
Slides 3-4: credentialing. These slides should discuss the overall process of getting credentialed as a human service professional. Provide examples.
Slides 5-8: ethical decision-making. These slides should discuss the various models for resolving ethical dilemmas, including problem-solving, moral, developmental, and an integration of the three. Provide examples.
Slides 9-10: faith integration and conclusion. These slides should discuss the connection between the Christian message and serving as an ethical professional in human services. What does Scripture have to say about ethics? Provide examples and discuss your concluding thoughts about ethics in human services.
Your presentation should be in proper APA format (if you are unsure of APA formatting, please reference the materials provided in the Week 0 learning activity). Your presentation should include at least 3 peer-reviewed references, which should be cited throughout the slides. You are welcome to use the Neukrug text and any published journal articles.
Standards in the Profession:
Skill Standards
,
Credentialing,
Program Accreditation
,
and Ethical Standards
Chapter Three
Learning Objectives (slide 1 of 2)
LO 1: Understand the importance that Skill Standards have in producing positive client outcomes
LO 2: Understand the different types of credentialing, identify the importance of credentials, and specify credentials in the human service and related fields
LO 3: Understand the process of program accreditation and appreciate why accreditation can lead to more effective human service professionals
LO
4
: Explore the development of ethical codes and understand their importance when working with the public
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Learning Objectives (slide 2 of 2)
LO 5: Become familiar with different ethical decision-making models in order to be effective in this sometimes complex decision-making process
LO
6
: Embrace the notion of lifelong learning and being competent as noted in the NOHS ethical code
LO 7: Understand the importance of actively supporting standards such as program Skill Standards, credentialing, accreditation, and ethical standards
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Skill Standards
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competency areas (see Activity 3.1)
Participant empowerment
Communication
Assessment
Community and service networking
Facilitation of services
Community and living skills and supports
Education, training, and self-development
Advocacy
Vocational education and career support
Crisis intervention
Organizational participation
Documentation
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Credentialing (slide 1 of 7)
Credentialing has many benefits for both the consumer and helper
Credentialing delimits the field
Credentialing identifies competence
Credentialing increases professionalism
Credentialing leads to parity
Credentialing offers protection of the public
The two most common types of credentials are certification and licensure
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Credentialing (slide 2 of 7)
Certification
Formal recognition that an individual has met predetermined standards of professionalism
Attests to competence, but does not define the scope or practice of a professional
Often requires a fee to maintain
May require continuing education to maintain
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Credentialing (slide 3 of 7)
Licensure
Generally regulated by the states
In mental health, may involve becoming an LPC, an LCSW, a doctorate in psychology (licensed psychologist) or a medical degree (licensed physician and/or board-certified psychiatrist)
Can define the scope of professional responsibilities
Makes it easier to obtain third-party (insurance) reimbursement
Requirements for licensure may vary from state to state
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Credentialing (slide 4 of 7)
Credentialing in the Human Services
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– Center for Credentialing and Education (CCE), with NOHS and CSHSE, developed the Human Service – Board Certified Practitioner (HS-BCP) credential
Certification can be earned by anyone with an associate’s, bachelor’s, or master’s degree
The post-educational requirements differ based on the degree (See Table 3.1)
After passing the exam, those with the HS-BCP must earn 60 hours of continuing education every 5 years
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Credentialing (slide 5 of 7)
Selected Credentials in Related Helping Professions
Substance abuse counselor and other state credentials
Master Addiction Counselor (MAC)
Administered by the National Board for Certified Counselors (NBCC)
Credentialing for a master’s degree in counseling
Certified or licensed school counselor
Certified Rehabilitation Counselor (CRC)
Licensed Professional Counselor (LPC)
National Certified Counselor (NCC)
Certified Family Therapist (CFT)
Licensed Marriage and Family Therapist (LMFT)
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Credentialing (slide 6 of 7)
Selected Credentials in Related Helping Professions
Credentialing for a master’s degree in social work
Academy of Certified Social Workers (ACSW)
Qualified Clinical Social Worker (QCSW)
Diplomate in Clinical Social Work (DCSW)
Licensed Clinical Social Worker (LCSW)
Credentialing as a school psychologist and as a counseling or clinical psychologist
Different state requirements to become a licensed psychologist
Some states authorize prescription privileges for people with this license
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Credentialing (slide 7 of 7)
Selected Credentials in Related Helping Professions
Credentialing as a psychiatrist
Earns a medical degree (MD) and is a licensed physician
Can become board certified in psychiatry
Credentialing as a psychiatric-mental health nurse
Psychiatric mental health nurse
Basic
Advanced
Advanced Practice Registered Nurse (APRN)
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Program Accreditation
Accreditation is a rigorous process that involves a self-study, a visit from an accreditation team, and recommendations to the board of directors of the accrediting body
Benefits to students and programs (see pp. 56-57)
Accreditation in HS began in
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79 and there are currently about 45 programs with full accreditation
Movements are being made to get more accredited programs through CSHSE
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Ethical Standards (slide 1 of 2)
The Development of Ethical Codes
First began in the mid 20th century with the APA code of ethics (1953)
Purposes of the ethical code:
Protect consumers and further professional standing of the organization
Making a statement about maturity and identity of the profession
Guiding professionals toward behaviors and actions that reflect underlying professional values
Offering a framework for the sometimes difficult ethical decision-making process
Serving as a measure of defense if the professional is sued for malpractice
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Ethical Standards (slide 2 of 2)
The Development of Ethical Codes
Drawbacks of the ethical code:
Does not address some issues and offers no clear way of responding to other issues
Periodically has conflicts within the same code, between two related codes, between the code and the law, or between the code and a helper’s value system
Sometimes difficult to enforce code violations
Does not include the public in code construction and does not always take public’s interest into account
Has a difficult time keeping up with and addressing “cutting edge” issues
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Ethical Decision Making (slide 1 of 3)
Problem-Solving Model (Corey, et al. (20
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)
Identify problem or dilemma
Identify potential issues involved
Review relevant ethical guidelines
Know applicable laws and regulations
Obtain consultation
Consider possible and probably courses of action
Enumerate consequences of various decisions
Decide on the best course of action
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Ethical Decision Making (slide 2 of 3)
Principle and Virtue Ethics Model (Kitchener)
Autonomy protects independence, self-determination, and freedom of choice for clients
Nonmaleficence is the concept of “do no harm”
Beneficence relates to the promoting the good of society
Justice involves equal and fair treatment to all clients
Fidelity is related to maintaining trust and being committed to clients
Veracity being truthful and genuine with the client within the counseling relationship
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Ethical Decision Making (slide 3 of 3)
Developmental Models (Kohlberg; Perry; Kagen)
Lower-level helpers
Dualism – black and white thinking; concreteness; rigidity; oversimplification; stereotyping; self-protectiveness; authoritarianism
Higher-level helpers
Relativism (commitment in relativism) – more complex thinking; open to differing opinions; flexible; empathetic; sensitive to the context of an ethical dilemma; nondogmatic
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Ethical, Professional, and Legal Issues:
Competence and Qualifications as a Professional
A human service professional must maintain competence and have a thirst for ongoing knowledge
Lifelong learning is essential
Be a member of professional associations
Subscribe to and read professional journals
Attend workshops and participate in continuing education
Obtain appropriate credentials
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The Effective Human Service Professional: Professionally Committed, Ethically Assured
Commitment to growth and competence must be real, not just lip service
Just know ethical guidelines and commit self to ethical behaviors
Supports standards of accreditation, credentialing, and Skill Standards
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Theoretical Approaches to Human Service Work
Chapter Four
Learning Objectives (slide 1 of 2)
LO 1: Understand the differences between a person who conducts counseling versus one who conducts psychotherapy
LO 2: Learn the important place that theory plays in the development of a manner in which to practice counseling
LO 3: Understand how one’s view of human nature is the floor plan to the development of and use of one’s theory
LO
4
: Gain knowledge about four major conceptual orientations, the theories that accompany them, and how they impact the work of the human service professional
LO
5
: Learn the stages that a person goes through in developing an integrative or eclectic approach to helping
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Learning Objectives (slide 2 of 2)
LO
6
: Examine how the ethical and professional issues of confidentiality, dual and multiple relationships, and supervision are critical to the helping relationship
LO 7:Embrace the importance of adhering to a counseling theory yet being flexible enough to adapt and change that theory over one’s career
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or
?
| Short term Surface Issues Here and now Conscious Focused Issues |
Long term Deep-seated issues There and then Unconscious Life stories |
In truth, texts do not draw a stark distinction between “counseling” and “psychotherapy.”
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Why Have a Theory?
It is heuristic – researchable and testable
Provides a comprehensive system of doing counseling
Helps us to understand our clients and decide which techniques to apply
Help us to predict change
Theories undergo continuous revision as research allows us better understanding
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Views of Human Nature
Views of human nature drive one’s theory. Most theories can be placed into 4 conceptual orientations: psychodynamic, cognitive-behavioral, existential-humanistic, and postmodern. Each orientation has a different view of human nature.
Everyone develops a view of human nature based on personal beliefs.
Developing a view of human nature is understanding why people do the things they do.
What is the impact of early child-rearing on personality development?
What is the impact of instincts, genetics, and social forces on personality development?
Is a person born good, bad, or neutral?
What are your own religious beliefs about the nature of a person?
Do you believe people can change? Can a person choose their circumstances?
Do you belief that life is predetermined?
Do you believe in the unconscious?
Do Activity 4.1 to determine your view of human nature
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Conceptual Orientation 1 —
The Psychodynamic Approach (slide 1 of 2)
Common themes in the View of Human Nature of Psychodynamic Approaches
A person is affected by both his or her conscious and unconscious.
Early child rearing is important in developing personality.
Interacting with the past is an important part of the therapeutic process.
Three popular approaches:
Psychoanalysis: Freud, instincts are strong motivators. Early child-rearing practices are applied through the oral, anal, and phallic psychosexual stages. We develop defense mechanisms to manage our instincts.
Analytical psychology: Jung. The major goal is to help a person become whole. We have psychological types: sensation-intuition; thinking-feeling; extroverted introverted. Is the foundational theory of the Myers-Briggs Type Indicator. We have a conscious, personal unconscious, and collective unconscious that stores our archetypes.
Do Activity 4.2 to determine your “psychological type”
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Conceptual Orientation 1 —
The Psychodynamic Approach (slide 2 of 2)
Three popular approaches (Cont’d) :
Individual psychology: Adler, early childhood experiences and memories build personality. We all experience feelings of inferiority. How we deal with those feelings lead us to adaptive of or maladaptive behaviors. More optimistic than other psychodynamic theories.
More recent theories are based on the same basic premises—(e.g., Neo-Freudians such as Object Relations theorists and Erik Erikson)
Human services professional’s use the psychodynamic approach?
Although HS students don’t do psychoanalysis, it can offer them a conceptual framework for understanding deep-seated problems
This knowledge helps the HS professional have empathy for individuals who, in the past, may have seen “evil,” misguided, or “bad.”
Also helps us understand “transference,” and “countertransference”
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Conceptual Orientation 2 —
The Existential-Humanistic Approach (slide 1 of 2)
Common themes in the View of Human Nature of Existential-Humanistic Approaches
Antideterministic and more focused on conscious behavior
Phenomenological perspective : stresses the subjective reality of the client
Optimistic—people can change
Inborn tendency to self-actualize
Maslow’s hierarchy of needs
Existential Therapy (Frankl, May)
The world has no inherent meaning or purpose; each person creates it for themselves
All have the ability to live authentically and experience fully
Anxiety, feeling dread, and struggles in life are a natural part of living
We can choose to find meaningfulness in our lives
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Conceptual Orientation 2 —
The Existential-Humanistic Approach (slide 2 of 2)
Person-Centered Counseling (Rogers)
Born with inborn tendency to actualize
However, tendency is sometimes thwarted by significant others who want us to be something other than what we are but conditions of worth lead to anxiety
Empathy, unconditional positive regard, and congruence by helper helps client understand real self
Gestalt theory (Perls)
Born with capacity to embrace infinite number of personality dimensions
Mind, body, and soul operate in unison
Parental dictates, social mores, and peer norms can prevent a person from attaining a need and result in resistances or blockages of experience
Goal: to understand our blacked experiences: experience = awareness = reality
Human services professional’s use the existential-humanistic approach
Gives us key relationship skills to work with clients (UPR, Empathy, Congruence)
Gives us a model for what to work on (e.g., Maslow)
Normalizes many problems—struggles are part of life
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Conceptual Orientation 3 —
The Cognitive-Behavioral Approach (slide 1 of 2)
Common themes in the View of Human Nature of Cognitive-Behavioral Approaches
Conditioning:
Classical conditioning (Pavlov)
Operant conditioning (Skinner)
Social learning (Modeling—Bandura)
More recently—cognitive perspective has been included
Assumptions that underlie this approach—Read 9 assumptions on pp. 81-82
Behavior Therapy
Classical conditioning, operant conditioning, and modeling can change person
Hundreds of techniques: e.g., positive reinforcement, token economies, relaxation exercises, many more!
Rational Emotive Behavior Therapy (REBT) (Ellis)
Born with potential for rational or irrational thinking
Belief about activating event yields consequence
Irrational beliefs yields negative consequences
Change irrational beliefs to rational beliefs through cognitions and behaviors
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Conceptual Orientation 3 —
The Cognitive-Behavioral Approach (slide 2 of 2)
Cognitive Therapy (Beck)
Born with predisposition to certain ways of living (genetics, environment, interaction)
Core beliefs (embedded) yield automatic thoughts
Change automatic thoughts then core beliefs, and you change person
Reality Therapy (Glasser)
Five needs: survival, love and belonging, power, freedom, and fun
Quality world contains pictures in our mind of people, things, and beliefs most important to meeting our needs
Choices we make based on these pictures can be bad or good
Caring, nonblaming language reflects positive choices, negative blaming language reflects poor choices
Can reevaluate behaviors, thoughts, feelings and physiology and make new choices
Human services professional’s use the existential-humanistic approach
Many behavioral techniques used in wide range of setting by HS professionals
Cognitive techniques help us understand how our clients react…but we don’t tend to do “cognitive therapy”
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Conceptual Orientation 4 —
The Postmodern Approach (slide 1 of 2)
Common themes in the View of Human Nature of Postmodern helpers
Question scientific methods and belief that there is one correct answer
Belief in social constructionism (we construct our reality)
Language passed down through culture and society deeply impacts the person
Oppressed people particularly impacted through the language used in society
Narrative therapy (White)
Reality socially constructed through the power of language
We develop problem-saturated stories or narratives
Be humble, listen, and deconstruct stories and construct new positive stories
Solution-focused brief therapy (de Shazer & Berg)
Pathology, not inherent within people
No objective reality (don’t look “inside” person to find problem)
Focus on finding solutions to quickly (less than 6 sessions)
Miracle question: Suppose that one night while you were asleep, there was a miracle and the problem was solved. How would you know? What would be different?
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Conceptual Orientation 4 —
The Postmodern Approach (slide 2 of 2)
Gender Aware Approaches
Feminist therapy and men’s issues therapy
Gender central to the helping relationships
Problems viewed as related to societal context
Collaborative and equal relationship and at one’s sex-role identity and perceptions of self
Human services professional’s use a postmodern approach?
HSP tend to be collaborative with clients and do not use their “power” to oppress clients
Focus on advocacy and social justice (HSP believe that societal issues negatively impact many of their clients)
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Other Conceptual Approaches
Other approaches include:
EMDR (Eye Movement Desensitization Therapy)
Complementary and alternative approaches
Motivational interviewing
Positive psychology
www.positivityratio.com/single.php
Brief approaches to counseling (see Comparison of Brief and Long-term, Fact sheet 4.2, p. 86)
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Eclecticism or Integrative Approaches to Counseling
Drawing on a number of different orientations to develop your own theory
First, develop your own view of human nature
Then, develop your personal technique
Chaos stage: haphazard combination of different approaches
Coalescence stage: drift toward one particular approach that attracts you
Multiplicity: thorough knowledge of one approach and learning others to work out what works for a particular client
Development of metatheory: what beliefs underlie everything you do
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Ethical, Professional, and Legal Issues
The Importance of
Supervision
What is it?
Characteristics of a good supervisor?
Supervision should be ongoing
Good supervision helps us evaluate ourselves and our skills
Confidentiality
and the Helping Relationship
Read vignette, bottom of p. 88
When to break confidentiality and when to not break confidentiality (read p. 89)
Confidentiality—an ethical guideline, not a legal one
Difference between privileged communication and confidentially?
Dual or Multiple Relationships
When is it all right to have a client who is a friend, relative, lover?
Read from NOHS ethics standards, p. 90
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Are You an Effective Human Services Professional?
Yes, if you
Have reflected on a variety of approaches and made a commitment to one approach.
Never stop exploring and adapting.
Are dedicated to personal and professional growth.
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Summary
Contrast between counseling and psychotherapy
Creating a view of human nature
Four conceptual orientations
Psychodynamic approach
Existential-humanistic approach
Cognitive-behavioral approach
Postmodern approach
Other popular approaches
Integrating and developing your own approach
Ethical issues
Confidentiality
Supervision
Dual relationships
Personal commitment
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