Fluent Essays

There are three (3) Case Studies that make up this Signature Assignment.  In each case, use the Welfel (2016) ethical decision-making model to address the situation to come up with a plan/solution. Make sure that you review the following references while writing up the ppr. Each case study is to be completed individually as one ppr each. Please refer to these sources only: American Counseling Association (2014). ACA Code of Ethics. Alexandria, VA: Author.   Welfel, E.R. (2016). A Model for Ethical Practice: Using Resources to Enhance Individual Judgment and  Ethical Resolve. Additional Details Ethical Decision-Making Model Suggested Format of Ppr (APA) Please refer to the attachment for details of case studies #1, #2, and #3 FO611 Ethics and Professional Issues Page 1 of 6 Signature Assignment Details Signature Assignment Information A signature assignment is an assignment, task, activity, project, or exam used to collect evidence of student learning for a specific program learning outcome(s). The PLO rubric is used to assess the signature assignment and the cumulative results are used as part of a program’s reporting on student learning in the annual report or self-study. Other coursework can build toward the signature assignment, meaning that the signature assignment integrates cumulative knowledge of what the student learned in a particular course or set of courses for a particular program learning outcome(s). Like other assignments, a signature assignment is graded numerically to be factored into the final course grade. FO611 Ethics and Professional Issues For the signature assignment for this course, students will apply an ethical decision-making model to each of the three cases below. The paper should be an integrative, critical review of each case while integrating the most current version of the American Counseling Association (ACA) Code of Ethics as a primary resource. Students may integrate additional materials such as additional ethical codes or laws pertaining to the cases, however the ACA Code should be the primary reference in the paper. The additional codes should be discussed with the instructor prior to adding them to the paper. Below is the ethical decision-making model that students must use for each case. Students are to produce one paper that separates each of the three vignettes and uses the ten (10) steps of the Welfel (2016) decision making model to resolve the dilemma. In each step, students should write in a clear, logical manner while including references as needed in order to thoroughly address each step. Students should not merely state that a step was complete without discussing all relevant aspects of that step. Each case will be approximately 4-6 pages long not including title page or references. This means that your paper will end up being approximately 14- 20 pages including title page and references in APA style format. Please read the chapter associated with the Welfel model for ethical decision making as this will assist how you address each step. Ethical Decision-Making Model Welfel, E.R. (2016). A Model for Ethical Practice: Using Resources to Enhance Individual Judgment and Ethical Resolve. Step 1: Develop ethical sensitivity, integrating personal and professional values. Step 2: Clarify facts, stakeholders, and the sociocultural context of the case. Step 3: Define the central issues and the available options. Step 4: Refer to professional standards, guidelines, and relevant law/regulations. Step 5: Search out ethics scholarship. Step 6: Apply ethical principles to the situation. Step 7: Consult with supervisor and respected colleagues. Step 8: Deliberate and decide. Step 9: Inform supervisor, implement and document decision-making process and actions. Step 10: Reflect on the experience. Suggested Format of Paper (APA Style) I. Title Page II. Case #1: Ethical Decision-Making Model Analysis a. Review steps 1-10, while incorporating relevant diversity variables and ethical and professional codes/standards and necessary details from the Welfel model. III. Case #2: Ethical Decision-Making Model Analysis a. Review steps 1-10, while incorporating relevant diversity variables and ethical and professional codes/standards and necessary details from the Welfel model. IV. Case #3: Ethical Decision-Making Model Analysis a. Review steps 1-10, while incorporating relevant diversity variables and ethical and professional codes/standards and necessary details from the Welfel model. V. Reference Page FO611 Ethics and Professional Issues Page 2 of 6 CASES In each of the following dilemmas, use the Welfel (2016) ethical decision-making model to address the situation to come up with a plan. Make sure that you review the following references while writing up the paper. Mandatory references • American Counseling Association (2014). ACA Code of Ethics. Alexandria, VA: Author. https://www.counseling.org/resources/aca-code-of-ethics.pdf • Welfel, E.R. (2016). A Model for Ethical Practice: Using Resources to Enhance Individual Judgment and Ethical Resolve. Please discuss supplemental references (additional codes, laws, book chapters, etc.) with your instructor prior to including in your paper. Case #1: You are an intern at an outpatient center where juveniles have been mandated by court to receive your services, which include psycho-education on anger and stress management to clients from diverse backgrounds and socioeconomic status. You have employed all of the strategies that you were taught in graduate school, researched the topics, and tried to consult with your supervisor regularly. However, your supervisor always tells you that you are doing fine and supervision is not needed because you are doing such a good job. Your supervisor does not even listen to you when you have questions and does not appear to be monitoring the client’s progress. You are not licensed as a counselor, but want to be licensed in your state, so you need the appropriate forms signed by your supervisor, which indicate that you completed your hours and required supervision. You have questions about what you are doing, especially since your clients have world views different than yourself. Case #2: Your adult client has been arrested on several occasions, which resulted in your client having a long criminal record, being on probation, and being incarcerated on a number of occasions. The client was arrested and convicted for selling controlled substances. You were asked to visit the client to complete a current mental status and provide recommendations to the court. The client’s mental status exam did not yield any clinically significant issues. The client reported having positive thoughts about going home. The client has stated that they have learned a life lesson and will “never do anything against the law again.” The client denied having any distressing dreams, hallucinations, no manic or depressive episodes, and no problems with sleeping. The client reported no concerns about appetite and had no changes in the last few weeks. The client agreed that the medications were working well for diagnosed Bipolar I Disorder. Upon questioning about the client’s children, the client said the children have visited about four times since this last incarceration, and the client was happy about those visits. During your evaluation, you notice that you have started to have romantic feelings toward the client because the client seems like a nice person. You have decided that the client was in the wrong place at the wrong time and had to do what was needed to in order to survive. You have never felt this strongly about a client in the past. Case #3: You are working with a client who is from a different religion than you and has strong beliefs about religion. You know very little about the religion or the religious practices so you have some reservations working with the client due to your lack of knowledge and how your lack of knowledge could negatively affect your therapeutic relationship. The client does not always answer your questions, is somewhat evasive, and insists on taking breaks to pray or meditate during the evaluation process. You know you are not supposed to cause harm to clients but are feeling hesitant to continue the evaluation process due to your lack of knowledge and familiarity with the client’s diverse background. You also think that the client may not open up to you due to your differences. You want to refer the client to someone else but are not sure if that is appropriate. You are receiving supervision in the process and your supervisor thinks that you are able to handle this case competently. The grading rubrics for each case are below, totaling 300 points (100 points for each case). https://www.counseling.org/resources/aca-code-of-ethics.pdf FO611 Ethics and Professional Issues Page 3 of 6 CASE 1 RUBRIC Points Student’s Score Does Not Meet Criteria Somewhat Lacking Meets Criteria Case #1: (100 points) Review of Ethical Decision Making Model and Ethical Codes (____ of 80 points total) Welfel (2016) Model There are ethical decision- making model steps missing, or review of all steps was poorly integrated and/or there are 4+ missing elements. No ethical and professional codes are discussed, or they are irrelevant. Information is unclear throughout. Complete absence of analytic and critical thinking skills. There is a poor discussion of the subject matter, and absence of analytic and critical thinking skills. (0-64) Welfel (2016) Model All ethical decision-making model steps are reviewed, however, not thoroughly and missing 1-3 crucial elements. Only one ethical and professional code, standard, guideline, and/or law is discussed, or peripheral codes or guidelines are mentioned. Information is not thorough, may be unclear/vague during some sections and difficult to understand or follow. There is some difficulty with analytic and critical thinking and writing skills. Information presented has some inaccuracies and/or irrelevancies. (64.5-72) Welfel (2016) Model All ethical decision-making model steps are reviewed thoroughly. At least two ethical and professional codes, standards, guidelines, and/or laws related to the topic are discussed. Information is presented clearly, completely, and across all sections of the paper. The subject matter is clearly discussed. Information presented is accurate and relevant to the field of forensic psychology and/or counseling in general and case facts in particular. Analytic and critical thinking skills are demonstrated throughout. (72.5-80) Diversity Variables (____ of 10 points total) Diversity Variables No diversity variables are discussed, or they are irrelevant. (0-7.5) Diversity Variables Only one diversity variable is discussed, or peripheral diversity variables are mentioned. (8-8.5) Diversity Variables At least two diversity variables related to the topic are discussed. (9-10) Grammar/ Organization (____ of 10 points) There are at least 6 violations of APA rules and at least 3 or more missing or incorrect citations and references. Organization is unclear in at least 3 sections. There are no headers. Multiple spelling (5+) or grammatical errors are made. (0-7.5) There are less than 5 APA rule violations and/or 3-5 missing or incorrect citations and references. Organization is unclear in 1-2 sections (unfocused paragraphs, poor topic sentences, poor transitions). Several (1-4) spelling or grammatical errors are made. (8-8.5) All APA rules are followed for citations, quotes, references, etc. Paragraphs, topic sentences, and transitions aid in understanding main points. Information is presented logically. No spelling or grammatical errors are made. (9-10) Case #1: POINTS POSSIBLE (100) (_______ of 100 points) Case 2 Rubric on next page. FO611 Ethics and Professional Issues Page 4 of 6 CASE 2 RUBRIC Points Student’s Score Does Not Meet Criteria Somewhat Lacking Meets Criteria Case #2: (100 points) Review of Ethical Decision Making Model and Ethical Codes (____ of 80 points total) Welfel (2016) Model There are ethical decision- making model steps missing, or review of all steps was poorly integrated and/or there are 4+ missing elements. No ethical and professional codes are discussed, or they are irrelevant. Information is unclear throughout. Complete absence of analytic and critical thinking skills. There is a poor discussion of the subject matter, and absence of analytic and critical thinking skills. (0-64) Welfel (2016) Model All ethical decision-making model steps are reviewed, however, not thoroughly and missing 1-3 crucial elements. Only one ethical and professional code, standard, guideline, and/or law is discussed, or peripheral codes or guidelines are mentioned. Information is not thorough, may be unclear/vague during some sections and difficult to understand or follow. There is some difficulty with analytic and critical thinking and writing skills. Information presented has some inaccuracies and/or irrelevancies. (64.5-72) Welfel (2016) Model All ethical decision-making model steps are reviewed thoroughly. At least two ethical and professional codes, standards, guidelines, and/or laws related to the topic are discussed. Information is presented clearly, completely, and across all sections of the paper. The subject matter is clearly discussed. Information presented is accurate and relevant to the field of forensic psychology and/or counseling in general and case facts in particular. Analytic and critical thinking skills are demonstrated throughout. (72.5-80) Diversity Variables (____ of 10 points total) Diversity Variables No diversity variables are discussed, or they are irrelevant. (0-7.5) Diversity Variables Only one diversity variable is discussed, or peripheral diversity variables are mentioned. (8-8.5) Diversity Variables At least two diversity variables related to the topic are discussed. (9-10) Grammar/ Organization (____ of 10 points) There are at least 6 violations of APA rules and at least 3 or more missing or incorrect citations and references. Organization is unclear in at least 3 sections. There are no headers. Multiple spelling (5+) or grammatical errors are made. (0-7.5) There are less than 5 APA rule violations and/or 3-5 missing or incorrect citations and references. Organization is unclear in 1-2 sections (unfocused paragraphs, poor topic sentences, poor transitions). Several (1-4) spelling or grammatical errors are made. (8-8.5) All APA rules are followed for citations, quotes, references, etc. Paragraphs, topic sentences, and transitions aid in understanding main points. Information is presented logically. No spelling or grammatical errors are made. (9-10) Case #2: POINTS POSSIBLE (100) (_______ of 100 points) Case 3 rubric on next page. FO611 Ethics and Professional Issues Page 5 of 6 CASE 3 RUBRIC Points Student’s Score Does Not Meet Criteria Somewhat Lacking Meets Criteria Case #3: (100 points) Review of Ethical Decision Making Model and Ethical Codes (____ of 80 points total) Welfel (2016) Model There are ethical decision- making model steps missing, or review of all steps was poorly integrated and/or there are 4+ missing elements. No ethical and professional codes are discussed, or they are irrelevant. Information is unclear throughout. Complete absence of analytic and critical thinking skills. There is a poor discussion of the subject matter, and absence of analytic and critical thinking skills. (0-64) Welfel (2016) Model All ethical decision-making model steps are reviewed, however, not thoroughly and missing 1-3 crucial elements. Only one ethical and professional code, standard, guideline, and/or law is discussed, or peripheral codes or guidelines are mentioned. Information is not thorough, may be unclear/vague during some sections and difficult to understand or follow. There is some difficulty with analytic and critical thinking and writing skills. Information presented has some inaccuracies and/or irrelevancies. (64.5-72) Welfel (2016) Model All ethical decision-making model steps are reviewed thoroughly. At least two ethical and professional codes, standards, guidelines, and/or laws related to the topic are discussed. Information is presented clearly, completely, and across all sections of the paper. The subject matter is clearly discussed. Information presented is accurate and relevant to the field of forensic psychology and/or counseling in general and case facts in particular. Analytic and critical thinking skills are demonstrated throughout. (72.5-80) Diversity Variables (____ of 10 points total) Diversity Variables No diversity variables are discussed, or they are irrelevant. (0-7.5) Diversity Variables Only one diversity variable is discussed, or peripheral diversity variables are mentioned. (8-8.5) Diversity Variables At least two diversity variables related to the topic are discussed. (9-10) Grammar/ Organization (____ of 10 points) There are at least 6 violations of APA rules and at least 3 or more missing or incorrect citations and references. Organization is unclear in at least 3 sections. There are no headers. Multiple spelling (5+) or grammatical errors are made. (0-7.5) There are less than 5 APA rule violations and/or 3-5 missing or incorrect citations and references. Organization is unclear in 1-2 sections (unfocused paragraphs, poor topic sentences, poor transitions). Several (1-4) spelling or grammatical errors are made. (8-8.5) All APA rules are followed for citations, quotes, references, etc. Paragraphs, topic sentences, and transitions aid in understanding main points. Information is presented logically. No spelling or grammatical errors are made. (9-10) Case #3: POINTS POSSIBLE (100) (_______ of 100 points) Total for all 3 Cases TOTAL POINTS POSSIBLE (300) (_______ of 300 points) Program Learning Outcomes Rubric on next page FO611 Ethics and Professional Issues Page 6 of 6 Program Learning Outcome Rubric The Program Learning Outcome (PLO) Rubric will be utilized to assess the student’s level of performance for the PLO associated with this course: Ethics. In addition to receiving a numerical grade for this assignment, students will also receive a rating along a scale of 1 (Novice Level Performance) to 4 (Graduate Level Performance) for the PLO. Program Learning Outcome (PLO) Performance Level 1 (Novice) Performance Level 2 (Internship) Performance Level 3 (Entry-level) Performance Level 4 (Graduate) Ethics: Students will be able to organize professional activities by ethical and professional codes, standards, and guidelines; statutes, rules, and regulations; and relevant case law. Student’s integration of ethical and professional codes is minimal to none. There is not a commitment to identify relevant codes. Student leaves 2+ pertinent codes out of the analysis and/or discusses codes in a vague or tangential manner. Student does not display ethical values and/or does not recognize own moral attitudes. Student does not demonstrate knowledge on identifying and applying an ethical decision-making model effectively and needs significant direction from supervisor/ instructor (tutoring on 3+ occasions). Student manifests little to no understanding of the relationship between laws, standards, and professional activities. Student needs moderate to significant direction to appreciate and resolve ethical conflict between codes and laws. Student integrates ethical and professional codes, standards, and regulations into professional practice, however code sections are not relevant or pertinent to the issues. Student omits at least 1 pertinent code section. Student does not fully recognize own moral attitudes. Student demonstrates knowledge on identifying and applying an ethical decision-making model, however not effectively and needs moderate direction from supervisor/ instructor (tutoring on 2+ occasions). Student manifests adequate understanding of the relationship between laws, standards, and professional activities. Student needs minimal to moderate direction to appreciate and resolve ethical conflict between codes and laws. Student is committed to integrating ethical and professional codes, standards, and regulations into professional practice. Student may leave one peripheral code section out but displays ethical values and recognizes own moral attitudes. Student demonstrates knowledge on identifying and effectively applying an ethical decision-making model. Student manifests good understanding of the relationship between laws, standards, and professional activities. Student is able to appreciate and resolve ethical conflict between codes and laws satisfactorily. Student is committed to integrating ethical and professional codes, standards, and regulations into professional practice. Student recognizes own moral attitudes, such as accepting opposing viewpoints as valid despite disagreement. Student spontaneously identifies, internalizes, and effectively applies an ethical decision- making model. Student manifests in- depth understanding of the relationship between laws, standards, and professional activities. Student is able to appreciate and resolve ethical conflict between codes and laws at the advanced level. 11/15/2019 1 ETHICS IN COUNSELING  AND PSYCHOTHERAPY:  STANDARDS, RESEARCH  AND EMERGING ISSUES 6th edition  Elizabeth Reynolds Welfel, Ph.D. ©2016. Cengage Learning. All rights  reserved. Chapter 1 Introduction to Professional Ethics A Psychology and Philosophy for Ethical Practice Welfel, E. R. (2014). Ethics in counseling and psychotherapy: Standards,  research and emerging Issues (6th ed.). ©2016. Cengage Learning. All rights  reserved. 11/15/2019 2 Chapter 1: A Framework for Understanding  Professional Ethical Values and Standards Counseling and psychotherapy are effective  methods for relieving distress: 80\% of those  who receive services are better off than those  who do not attend (Wampold, 2010). Still, some services are harmful, at least 5\% of  clients deteriorate (Lambert 2010). Much of that deterioration is related to  unethical and incompetent practice ©2016. Cengage Learning. All rights  reserved. Chapter 1: A Framework for Understanding  Professional Ethical Values and Standards Dimensions of professional ethics • Having sufficient knowledge, skill, and judgment to  use efficacious interventions • Respecting the human dignity and freedom of the  client(s) • Using the power inherent in the professional’s role  responsibly • Acting in ways that promote public confidence in the  profession • Placing the welfare of the client(s) as the  professional’s highest priority ©2016. Cengage Learning. All rights  reserved. 11/15/2019 3 Chapter 1: A Framework for Understanding  Professional Ethical Values and Standards Resource 1: Developmental psychology  Rest’s model of moral development applied to  ethical practice • Ethical Sensitivity • Ethical Reasoning • Ethical Motivation • Ethical Character ©2016. Cengage Learning. All rights  reserved. Chapter 1: A Framework for Understanding  Professional Ethical Values and Standards Resource 2: Codes of Ethics American Counseling Association: Code  of Ethics and  Standards of Practice (2014) American Psychological Association: Ethical Principles and  Code of Conduct for Psychologists (2010) American School Counselor Association: Ethical Standards  for School Counselors (2010) Association of Marriage and Family Therapists: Code of  Ethics(2012) National Association of Social Workers: Code of Ethics  (2008) ©2016. Cengage Learning. All rights  reserved. 11/15/2019 4 Chapter 1: A Framework for Understanding  Professional Ethical Values and Standards These codes represent the official statements of  the professions about what is expected of  members, and all members are held  accountable for actions that violate the code.  ©2016. Cengage Learning. All rights  reserved. Chapter 1: A Framework for Understanding  Professional Ethical Values and Standards Advantages of Codes • They support the professional faced with an  ethical question • They demonstrate that mental health  professionals take seriously their responsibility to  protect the public welfare • They furnish members with a definition of what  their colleagues consider the fundamental ethical  values  ©2016. Cengage Learning. All rights  reserved. 11/15/2019 5 Chapter 1: A Framework for Understanding  Professional Ethical Values and Standards Limitations of a code • Application to any one setting is limited.  • Codes do not uniformly address cutting‐edge  issues  • Codes sometimes represent what the board of  directors can agree to, rather an ethical ideal • Codes of ethics are not cookbooks for responsible  behavior and do not always offer specific  guidance ©2016. Cengage Learning. All rights  reserved. Chapter 1: A Framework for Understanding  Professional Ethical Values and Standards Resource 3:  Literature from Philosophy This scholarship defines the ethical principles,  virtues, and theories that form the rationale  for the specific statements in the codes.  It clarifies the values and virtues underlying the  actions of responsible professionals and  highlights that ethical practice always requires  value judgments  ©2016. Cengage Learning. All rights  reserved. 11/15/2019 6 Chapter 1: A Framework for Understanding  Professional Ethical Values and Standards Ethical principles: respect for autonomy,  beneficence (the obligation to do good),  nonmaleficence (the avoidance of harm), fidelity  to promises made, and justice. Ethical theories: the most fundamental definitions  of what defines ethical behavior Virtue ethics: integrity, prudence, trustworthiness,  compassion, respectfulness, conscientiousness,  discernment ©2016. Cengage Learning. All rights  reserved. Chapter 1: A Framework for Understanding  Professional Ethical Values and Standards Feminist theory: emphasizes systemic variables such as  the power of the participants within the system and  the impact of race, class, and oppression  Social constructivist model of ethical decision making:  an  ethical choice is viewed as primarily a socially  interactive process Positive ethics perspective: an approach to ethics that  encourages practitioners to frame ethical action  according to ethical ideals  ©2016. Cengage Learning. All rights  reserved. 11/15/2019 7 Chapter 1: A Framework for Understanding  Professional Ethical Values and Standards Resource 4: Literature from Neuroscience This research offers some intriguing and  controversial findings; it suggests that moral  functioning may be affected by changes in the  brain caused by early experience, and it supports  the deep connection between emotions and  moral judgments.  It also highlights the relationship between some  forms of brain damage and misbehavior,  especially damage to the prefrontal cortex  (Damasio, 2007).  ©2016. Cengage Learning. All rights  reserved. Chapter 1: A Framework for Understanding  Professional Ethical Values and Standards Research Findings on Professional Ethics Sexual contact with clients is a frequent violation  for which counselors and psychologists are  disciplined. More males than females are in this  category Other kinds of multiple relationships that  compromise objectivity occur repeatedly.  Incompetent practice, violations of  confidentiality, negligent responses to suicidal  clients, and inappropriate fees are recurrent  problems.  ©2016. Cengage Learning. All rights  reserved. 11/15/2019 8 Chapter 1: A Framework for Understanding  Professional Ethical Values and Standards Law and Ethics Codes of ethics and laws related overlap  substantially, but some conflicts arise. Laws seek  to eliminate problematic behaviors, whereas  codes also define good and desirable behaviors.  Professionals should focus on ethics not avoiding  lawsuits or discipline as the best form of risk  management ©2016. Cengage Learning. All rights  reserved. Chapter 1: A Framework for Understanding  Professional Ethical Values and Standards Creating a Positive Ethical Identity: Professional ethics is not a matter of minimal  compliance with codes and laws; it represents  a deep personal commitment o be a virtuous  clinician who strives for the ethical ideal. The task is to integrate the values of the  profession into one’s personal values ©2016. Cengage Learning. All rights  reserved. 11/15/2019 9 Chapter 2 A Model for Ethical Practice Using Resources to Enhance Individual Judgment and Ethical Resolve Welfel, E. R. (2014). Ethics in counseling and psychotherapy: Standards,  research and emerging Issues (6th ed.). ©2016. Cengage Learning. All rights  reserved. Chapter 2: A Model for Ethical Practice Why a model is important • Useful when ethical questions arise  • Has substantial value in identifying the  broader ethical issues  • Can identify likely issues to emerge in a setting  before they happen • Use is required by ACA and strongly  recommended by APA and licensing boards ©2016. Cengage Learning. All rights  reserved. 11/15/2019 10 Chapter 2: A Model for Ethical Practice Forms of Ethical Reasoning (Kitchener, 1984) Intuitive judgments:  spontaneous ethical  judgments motivated by emotion or by a person’s  ordinary moral sense.  Critical evaluative judgments:  a deliberate process  in which professionals justify ethical decisions  based on consideration of the facts involved, and  consistency with professional values, virtues, and  accepted standards for practice ©2016. Cengage Learning. All rights  reserved. Chapter 2: A Model for Ethical Practice Welfel’s 10‐Step Model of Ethical Decision Making Step 1: Becoming sensitive to the moral  dimensions of practice Step 2: Identify all the relevant facts,  sociocultural context, and stakeholders Step 3: Define the central issues in the dilemma  and the available options  ©2016. Cengage Learning. All rights  reserved. 11/15/2019 11 Chapter 2: A Model for Ethical Practice Welfel’s 10‐Step Model of Ethical Decision Making  Step 4: Refer to professional ethical standards  and relevant laws and regulations  Step 5: Search out the relevant ethics literature Step 6: Apply fundamental ethical principles and  theories to the situation ©2016. Cengage Learning. All rights  reserved. Chapter 2: A Model for Ethical Practice Welfel’s 10‐Step Model of Ethical Decision Making  Step 7: Consult with colleagues about the  dilemma Step 8: Deliberate independently and decide Step 9: Inform appropriate people and  implement the decision Step 10:  Reflect on the actions taken ©2016. Cengage Learning. All rights  reserved. 11/15/2019 12 Chapter 2: A Model for Ethical Practice Notes on the model • Not all issues require all 10 steps • Some are resolved with reference to codes  and guidelines • Prior experience with an issue can quicken the  analysis ©2016. Cengage Learning. All rights  reserved. Chapter 3 Ethical Practice in a Multicultural Society The Promise of Justice Welfel, E. R. (2014). Ethics in counseling and psychotherapy: Standards,  research and emerging Issues (6th ed.). ©2016. Cengage Learning. All rights  reserved. 11/15/2019 13 Chapter 3: ETHICAL PRACTICE IN A MULTICULTURAL SOCIETY Introduction American society has never been culturally  homogeneous, but changes in population  demographics will render it truly heterogeneous. In fact, by middle of the twenty‐first century, ethnic  groups that have long been labeled minorities will  collectively outnumber the majority population.  This has already occurred in many states in the  US. ©2016. Cengage Learning. All rights  reserved. Chapter 3: ETHICAL PRACTICE IN A MULTICULTURAL SOCIETY Attention to diversity has become so intense that some  have called this movement psychology’s “fourth force”  (Pedersen, 1991a) These changes mean that mental health professionals will  need multicultural competencies that equip them for  providing effective service to diverse clients.  Competencies include  (1) self‐awareness , understanding of  one’s own cultural heritage and the impact of racism and  discrimination on self and others (2) knowledge of other  cultures and the impact of culture on human behavior,  (3)  skills in transcultural interventions  and in adapting  counseling interventions to meet the needs of a diverse  clientele.  ©2016. Cengage Learning. All rights  reserved. 11/15/2019 14 Chapter 3: ETHICAL PRACTICE IN A MULTICULTURAL SOCIETY Ethics Codes and Multiculturalism • Codes place extensive emphasis on cultural  competence.  • Other guidelines enhance responsible practice  with diverse clients (e.g., the APA’s Guidelines on  Multicultural Education, Training, Research,  Practice, and Organizational Change for  Psychologists (2003); the Guidelines for  Assessment and Intervention with Persons with  Disabilities (2010); and ACA’s Competencies for  Counseling Transgender Clients (2009) . ©2016. Cengage Learning. All rights  reserved. Chapter 3: ETHICAL PRACTICE IN A MULTICULTURAL SOCIETY Language of Multiculturalism Culture is the “set of shared meanings that make social  life possible” (Fowers & Richardson, 1996, p. 610).  Ethnicity is a shared identity derived from shared  ancestry, nationality, religion, and race (Lum, 1992).  Multiculturalism is a “social‐intellectual movement that  promotes the value of diversity as a core principle  and insists that all cultural groups be treated with  respect and as equals” (Fowers & richardson, 1996,  p. 609). ©2016. Cengage Learning. All rights reserved. 11/15/2019 15 Chapter 3: ETHICAL PRACTICE IN A MULTICULTURAL SOCIETY Language of Multiculturalism Culture‐centered practice is a term endorsed by  psychology to refer to the “cultural lens”  psychologists should use as a central focus in their  work. A minority has long been identified as a group that has  suffered discrimination or been oppressed. Culturally diverse clients are clients from any group that  is represented in the preceding definition of minority  or are otherwise of a different cultural tradition from  the professional or from those who hold a more  dominant position in society. ©2016. Cengage Learning. All rights  reserved. Chapter 3: ETHICAL PRACTICE IN A MULTICULTURAL SOCIETY Language of Multiculturalism Multicultural counseling or multicultural  psychotherapy is any service in which the cultures  of the client and the professional differ in ways  that are likely to influence communication and  therapeutic content and progress. Prejudice is “the positive or negative evaluation of  social groups and their members” (Sherman,  Stroessner, Conrey, & Azam, 2005, p. 1) ©2016. Cengage Learning. All rights  reserved. 11/15/2019 16 Chapter 3: ETHICAL PRACTICE IN A MULTICULTURAL SOCIETY The Foundation of Ethical Practice in a Diverse Society Empathy is not possible without awareness of  the sociocultural context in which a client is  describing the reasons for seeking help.  Gallardo, “…to be culturally responsive is not a  concept at which one arrives, but more a  process that is life‐long and ever evolving”  (2009, p. 428).  ©2016. Cengage Learning. All rights  reserved. Chapter 3: ETHICAL PRACTICE IN A MULTICULTURAL SOCIETY The Context of the Current Ethical Standards Professionals are not immune from the  prejudicial attitudes and can inadvertently  perpetuate oppression and discrimination  even if they want to practice sensitively.  ©2016. Cengage Learning. All rights  reserved. 11/15/2019 17 Chapter 3: ETHICAL PRACTICE IN A MULTICULTURAL SOCIETY Sue, Bucceri, Lin, Nadal, and Torino (2007) refer to  acts that are unintentionally prejudicial as racial  microaggressions and define them as “brief and  commonplace daily verbal, behavioral, and  environmental indignities … that communicate  hostile, derogatory, or negative racial slights and  insults to the target person or group” (p. 72). Two subtypes of this phenomenon are termed  microinsults and microinvalidations (Sue etal.,  2007). ©2016. Cengage Learning. All rights  reserved. Chapter 3: ETHICAL PRACTICE IN A MULTICULTURAL SOCIETY Codes of ethics include both aspirational principles and specific standards related to  responsible practice in a diverse society  throughout the codes, all emphasizing  competent, respectful, and adaptive services. ©2016. Cengage Learning. All rights  reserved. 11/15/2019 18 Chapter 3: ETHICAL PRACTICE IN A MULTICULTURAL SOCIETY Sue and Sue (2007) laid out three components  of multicultural competency: (1) self‐ awareness of one’s values, biases, personal  beliefs, and assumptions about human nature;  (2) an understanding without negative  judgments of the worldviews and assumptions  of culturally diverse clients; and (3) skill in  using and developing counseling interventions  appropriate with diverse clients. ©2016. Cengage Learning. All rights  reserved. Chapter 3: ETHICAL PRACTICE IN A MULTICULTURAL SOCIETY Multicultural Counseling Competencies and Standards (Arrendondo et. al., 1996).  4 components: 1. Awareness of the influence of one’s own cultural  heritage on his or her experiences, attitudes, values,  and behaviors and the ways in which that culture limits  or enhances effectiveness with diverse clients.  2. Comfort with cultural differences and with clients from  diverse cultures, and an attitude that values and  appreciates cultural difference.  ©2016. Cengage Learning. All rights  reserved. 11/15/2019 19 Chapter 3: ETHICAL PRACTICE IN A MULTICULTURAL SOCIETY Multicultural Counseling Competencies and  Standards (Arrendondo et. al., 1996).  3. Honesty negative emotional reactions and  preconceived notions about other cultures,  recognition of their harmful effects on clients,  and commitment to changing such attitudes.  4. Respect and appreciation for culturally  different beliefs and attitudes. ©2016. Cengage Learning. All rights  reserved. Chapter 3: ETHICAL PRACTICE IN A MULTICULTURAL SOCIETY APA’s Guidelines on Multicultural Education,  Training, Research, Practice, and  Organizational Change for Psychologists (2003b) echo the same themes, with greater  emphasis on the impact of bias on diagnosis  and assessment.  ©2016. Cengage Learning. All rights  reserved. 11/15/2019 20 Chapter 3: ETHICAL PRACTICE IN A MULTICULTURAL SOCIETY Measures to help professionals assess their level  of multicultural competency Multicultural Counseling Inventory by Sodowsky,  Taffe, Gutlin, and Wise (1994) See Hays (2008), Pope‐Davis and Coleman  (1998), or Suzuki, Ponterotto, and Miller  (2008) for additional measures ©2016. Cengage Learning. All rights  reserved. Chapter 3: ETHICAL PRACTICE IN A MULTICULTURAL SOCIETY Research findings Recent research on the beliefs of professionals  about the importance of  multicultural  competencies of mental health professionals  show promising results: professionals perceive  themselves as competent and view multicultural  competency as important Negative results: professionals believe themselves  more competent than they seem to be ©2016. Cengage Learning. All rights  reserved. 11/15/2019 21 Chapter 3: ETHICAL PRACTICE IN A MULTICULTURAL SOCIETY A critique of the ethics codes • The ethical principles that underlie their tenets  are not universally endorsed by all cultures.  • … Case Study #1 You are an intern at an outpatient center where juveniles have been mandated by court to receive your services, which include psycho-education on anger and stress management to clients from diverse backgrounds and socioeconomic status. You have employed all of the strategies that you were taught in graduate school, researched the topics, and tried to consult with your supervisor regularly. However, your supervisor always tells you that you are doing fine and supervision is not needed because you are doing such a good job. Your supervisor does not even listen to you when you have questions and does not appear to be monitoring the client’s progress. You are not licensed as a counselor, but want to be licensed in your state, so you need the appropriate forms signed by your supervisor, which indicate that you completed your hours and required supervision. You have questions about what you are doing, especially since your clients have world views different than yourself. Case Study #2 Your adult client has been arrested on several occasions, which resulted in your client having a long criminal record, being on probation, and being incarcerated on a number of occasions. The client was arrested and convicted for selling controlled substances. You were asked to visit the client to complete a current mental status and provide recommendations to the court. The client’s mental status exam did not yield any clinically significant issues. The client reported having positive thoughts about going home. The client has stated that they have learned a life lesson and will “never do anything against the law again.” The client denied having any distressing dreams, hallucinations, no manic or depressive episodes, and no problems with sleeping. The client reported no concerns about appetite and had no changes in the last few weeks. The client agreed that the medications were working well for diagnosed Bipolar I Disorder. Upon questioning about the client’s children, the client said the children have visited about four times since this last incarceration, and the client was happy about those visits. During your evaluation, you notice that you have started to have romantic feelings toward the client because the client seems like a nice person. You have decided that the client was in the wrong place at the wrong time and had to do what was needed to in order to survive. You have never felt this strongly about a client in the past. Case Study #3 You are working with a client who is from a different religion than you and has strong beliefs about religion. You know very little about the religion or the religious practices so you have some reservations working with the client due to your lack of knowledge and how your lack of knowledge could negatively affect your therapeutic relationship. The client does not always answer your questions, is somewhat evasive, and insists on taking breaks to pray or meditate during the evaluation process. You know you are not supposed to cause harm to clients but are feeling hesitant to continue the evaluation process due to your lack of knowledge and familiarity with the client’s diverse background. You also think that the client may not open up to you due to your differences. You want to refer the client to someone else but are not sure if that is appropriate. You are receiving supervision in the process and your supervisor thinks that you are able to handle this case competently.