ETHICAL ISSUES IN CAREER DEVELOPMENT INTERVENTIONS Career Development Interventions in the 21 st Century 4 th Edition Spencer G. Niles and JoAnn Harris-Bowlsbey Prepared By Jennifer Del Corso

Niles/Harris-Bowlsbey. Career Development Interventions in the 21 st Century, 4e. © 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved 14-2 Classifying Practitioner Behavior Ethical and Legal Ethical and Illegal Unethical and Legal Unethical and Illegal

Niles/Harris-Bowlsbey. Career Development Interventions in the 21 st Century, 4e. © 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved 14-3 Relevant Ethical Codes for Career Practitioners American Counseling Association (ACA) National Career Development Association (NCDA) American Psychological Association (APA) International Association of Educational and Vocational Guidance (IAEVG) National Board for Certified Counselors (NBCC)

Niles/Harris-Bowlsbey. Career Development Interventions in the 21 st Century, 4e. © 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved 14-4 Ethical “Rules of Thumb” Dual relationships with the potential to exploit client trust and vulnerability are unethical. Consult with professional colleagues who understand career interventions when unsure about how to resolve a dilemma. Be aware of client’s values and those imbedded in career intervention models.

Niles/Harris-Bowlsbey. Career Development Interventions in the 21 st Century, 4e. © 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved 14-5 Ethical Dilemmas vs. Moral Temptations Kidder (1995) contends that an ethical dilemma occurs only in instances when there are competing “rights” or there is a struggle to determine the “least bad” course of action. The struggle between right and wrong is seen as a moral temptation. A code of ethics cannot guarantee ethical behavior. Moreover, a code of ethics cannot resolve all ethical issues confronting career practitioners.

Niles/Harris-Bowlsbey. Career Development Interventions in the 21 st Century, 4e. © 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved 14-6 Using Principles to Resolve Ethical Decisions Van Hoose (1986) recommended that counselors use ACA’s five principles to guide their ethical practice: Autonomy Nonmaleficence Beneficence Justice Fidelity (Herlify & Corey, 1996, p. 4-5)

Niles/Harris-Bowlsbey. Career Development Interventions in the 21 st Century, 4e. © 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved 14-7 Additional Principles Beauchamp and Childress (2001) identified additional relevant principles to guide professional-client relationships: Veracity: Tell the truth and do not lie or deceive others. Privacy: Allow individuals to limit access to information about themselves. Confidentiality: Allow individuals to control access to information they have shared.

Niles/Harris-Bowlsbey. Career Development Interventions in the 21 st Century, 4e. © 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved 14-8 Virtue Ethics Corey and Herily (2006) offer six virtue ethics to consider: discernment or prudence, respectfulness, integrity, self-awareness, acknowledgement of emotions, connectedness with community.

Niles/Harris-Bowlsbey. Career Development Interventions in the 21 st Century, 4e. © 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved 14-9 The Role of Values Values assumptions underlie all questions (and answers) related to ethical behavior in career development interventions. Values are orienting beliefs about what is good for the clients and how that good should be achieved (Bergin, 1985, p. 99) The ACA Code of Ethics (2005) requires counselors to be aware of the client’s values and the values embedded in career development intervention models Herr and Niles (1988) stress that counselors need to be cognizant of the values being propagate at the national level

Niles/Harris-Bowlsbey. Career Development Interventions in the 21 st Century, 4e. © 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved Strategies for Minimizing Insensitivity to Clients’ Values Become informed about variety of values held in society. Be aware of your own values. Present value options to clients in an unbiased manner. Be committed to client’s freedom of choice.

Niles/Harris-Bowlsbey. Career Development Interventions in the 21 st Century, 4e. © 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved Strategies for Minimizing Insensitivity continued Respect clients with values that differ from your own. Consult with others when necessary. Consider referring clients to another counselor when substantial moral, religious or political value differences exist.

Niles/Harris-Bowlsbey. Career Development Interventions in the 21 st Century, 4e. © 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved Special Ethical Challenges Are all individual career interventions counseling? Should those without traditional training and credentials provide career services? How should the Internet be used in career development interventions?

Niles/Harris-Bowlsbey. Career Development Interventions in the 21 st Century, 4e. © 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved Reasons for Using the Internet in Career Service Delivery (current NCDA guidelines) To deliver occupational information To provide online searches of occupational databases for the purpose of identifying occupational options To deliver interactive career counseling and career planning services To provide online job searches

Niles/Harris-Bowlsbey. Career Development Interventions in the 21 st Century, 4e. © 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved Six Sections of NCDA Ethical Standards Section A - General Section B - The Counseling Relationship Section C - Measurement and Evaluation Section D - Research and Publication Section E - Consulting Section F - Private Practice

Niles/Harris-Bowlsbey. Career Development Interventions in the 21 st Century, 4e. © 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved Ethical Standards and Ethical Practice for Career Counselors Offer only services they are competent to offer. Respect and value individual differences among clients and potential clients. Treat information received from and about clients as owned by the client and held in trust by the counselor.

Niles/Harris-Bowlsbey. Career Development Interventions in the 21 st Century, 4e. © 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved Ethical Standards continued Do not engage in any professional relationship in which the counselor’s objectivity and ability to work for client’s welfare might be impaired. Assume professional responsibility for clients and, if unable to assist, help the client obtain alternative services.

Niles/Harris-Bowlsbey. Career Development Interventions in the 21 st Century, 4e. © 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved Ethical Standards continued Recognize they have obligations to other members of the profession and to society to act in responsible ways and to consider the effects of their behavior on others.

Niles/Harris-Bowlsbey. Career Development Interventions in the 21 st Century, 4e. © 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved Using an Ethical Decision-Making Model Forester-Miller and Davis (1996) provide an ethical decision making model for professional counselors that can be applied to career counseling: Step 1: Identify the problem Step 2: Apply the NCDA Code of Ethics Step 3: Determine the nature and dimensions of the dilemma

Niles/Harris-Bowlsbey. Career Development Interventions in the 21 st Century, 4e. © 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved Using an Ethical Decision-Making Model (Continued) Step 4: Generate possible courses of action Step 5: Consider the potential consequences of all options and choose a course of action Step 6: Evaluate the selected course of action Step 7: Implement the course of action selected