Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Chapter 12 Ethical Issues in Group Work

Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Ethical Issues in Group Therapy Professional training standards Professional training standards knowledge competencies knowledge competencies skill competencies skill competencies Training for various types of groups Training for various types of groups task and work groups task and work groups psychoeducational groups psychoeducational groups group counseling group counseling group psychotherapy group psychotherapy Issues and Ethics - Chapter 12 (1)

Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Training Program for Group Workers Recommendations Recommendations personal psychotherapy personal psychotherapy self-exploration groups self-exploration groups participation in a training and supervisory group participation in a training and supervisory group Issues and Ethics - Chapter 12 (2)

Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Ethical Issues in the Diversity Training of Group Workers Group counselors emphasize appreciation, respect, and acceptance in cultural and racial identity for all cultures. Group counselors emphasize appreciation, respect, and acceptance in cultural and racial identity for all cultures. Group counselors strive to understand how their cultural background interrelates with people from other cultural backgrounds. Group counselors strive to understand how their cultural background interrelates with people from other cultural backgrounds. Group counselors consider the impact of adverse social, environmental, and political factors in assessing problems and designing interventions. Group counselors consider the impact of adverse social, environmental, and political factors in assessing problems and designing interventions. Issues and Ethics - Chapter 12 (3)

Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Ethical Issues in the Diversity Training of Group Workers Group counselors acquire the knowledge and skills necessary for effectively working with the diverse range of members in their groups. They seek consultation, supervision, and further education to fill any gaps and remain current. Group counselors acquire the knowledge and skills necessary for effectively working with the diverse range of members in their groups. They seek consultation, supervision, and further education to fill any gaps and remain current. Group counselors are aware of problems involved in stereotyping and avoid making the erroneous assumption that there are no differences between group members from the same ethnic, racial, or other group. Group counselors are aware of problems involved in stereotyping and avoid making the erroneous assumption that there are no differences between group members from the same ethnic, racial, or other group. Group counselors respect the roles of family and community hierarchies within a client’s culture. Group counselors respect the roles of family and community hierarchies within a client’s culture. Issues and Ethics - Chapter 12 (4)

Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Ethical Issues in the Diversity Training of Group Workers Group counselors assist members in determining those instances when their difficulties stem from others’ racism or bias, so they do not inappropriately personalize problems. Group counselors assist members in determining those instances when their difficulties stem from others’ racism or bias, so they do not inappropriately personalize problems. Group counselors inform members about basic values that are implicit in the group process (such as self-disclosure, reflecting on one’s life, and taking risks) Group counselors inform members about basic values that are implicit in the group process (such as self-disclosure, reflecting on one’s life, and taking risks) Issues and Ethics - Chapter 12 (5)

Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Ethical Issues in Co-leadership Co-leaders who complement and balance each other can provide useful modeling for members, share responsibilities, and provide mutual support. Co-leaders who complement and balance each other can provide useful modeling for members, share responsibilities, and provide mutual support. Drawbacks to the co-leadership model include ineffective communication, competition between leaders, and overdependence on the co-leader. Drawbacks to the co-leadership model include ineffective communication, competition between leaders, and overdependence on the co-leader. Unresolved conflicts between the leaders can result in splitting within the group. Unresolved conflicts between the leaders can result in splitting within the group. Issues and Ethics - Chapter 12 (6)

Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Ethical Issues in Co-leadership Co-leaders need to be committed to identify and resolve issues that interfere with them working effectively in the group. Co-leaders need to be committed to identify and resolve issues that interfere with them working effectively in the group. Supervision should include opportunities for co-leaders to explore their personal beliefs and perspectives about co- facilitation. Supervision should include opportunities for co-leaders to explore their personal beliefs and perspectives about co- facilitation. Issues and Ethics - Chapter 12 (7)

Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Ethical Issues in Group Membership Informed consent Informed consent Screening and selection Screening and selection Preparing group participants Preparing group participants Involuntary participation Involuntary participation Freedom to leave group Freedom to leave group Issues and Ethics - Chapter 12 (8)

Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Ethical Issues in Group Membership Psychological risks Psychological risks Confidentiality in groups Confidentiality in groups exceptions to confidentiality exceptions to confidentiality confidentiality with minors confidentiality with minors confidentiality with online groups confidentiality with online groups Issues and Ethics - Chapter 12 (9)

Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Unethical Use of Group Techniques It is unethical for group leaders to use techniques: It is unethical for group leaders to use techniques: that are unfamiliar that are unfamiliar to serve a hidden agenda or enhance power to serve a hidden agenda or enhance power solely to create an intense atmosphere solely to create an intense atmosphere to pressure members or deprive them of their dignity to pressure members or deprive them of their dignity Issues and Ethics - Chapter 12 (10)

Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Recommendations in Using Group Techniques Techniques should have therapeutic purpose. Techniques should have therapeutic purpose. Techniques should be grounded in a theoretical framework. Techniques should be grounded in a theoretical framework. Client’s self-exploration should be fostered. Client’s self-exploration should be fostered. Leaders should modify techniques for culturally diverse clients. Leaders should modify techniques for culturally diverse clients. Techniques shouldn’t be used haphazardly. Techniques shouldn’t be used haphazardly. Issues and Ethics - Chapter 12 (11)

Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Recommendations in Using Group Techniques Techniques should be introduced in timely and sensitive manner. Techniques should be introduced in timely and sensitive manner. Group members should be given freedom to participate or pass on experiment. Group members should be given freedom to participate or pass on experiment. Group leaders should use techniques they are familiar with. Group leaders should use techniques they are familiar with. Leaders should be aware of potential impact of techniques. Leaders should be aware of potential impact of techniques. Issues and Ethics - Chapter 12 (12)

Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Termination in Closed Groups In a closed group the task of leaders is to help members review their individual work and the evolving patterns from the first to the final session. In a closed group the task of leaders is to help members review their individual work and the evolving patterns from the first to the final session. Informed consent involves talking with group members from the beginning of a group experience about the ending and how to terminate productively. Informed consent involves talking with group members from the beginning of a group experience about the ending and how to terminate productively. Issues and Ethics - Chapter 12 (13)

Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Termination in Open Groups Teach members to give adequate notice when they decide it is time to terminate. Teach members to give adequate notice when they decide it is time to terminate. If the member’s intention to leave is not adequately discussed in the group, this can undermine potentially valuable group experiences. If the member’s intention to leave is not adequately discussed in the group, this can undermine potentially valuable group experiences. An ideal termination is one that has been mutually agreed upon by the member and the leader and for which there is sufficient time to work through the process of loss and separation. An ideal termination is one that has been mutually agreed upon by the member and the leader and for which there is sufficient time to work through the process of loss and separation. Issues and Ethics - Chapter 12 (14)

Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Termination in Open Groups Assist members who are leaving to review what they have learned in the group and what they intend to do with this learning. Assist members who are leaving to review what they have learned in the group and what they intend to do with this learning. Remaining group members often have reactions about the loss of a member; give them an opportunity to express their thoughts and feelings. Remaining group members often have reactions about the loss of a member; give them an opportunity to express their thoughts and feelings. Issues and Ethics - Chapter 12 (15)

Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Chapter 13 Ethical Issues in Community Work

Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Four Facets of Comprehensive Community Counseling Programs 1. Direct community services preventive education preventive education 2. Indirect community service influencing policymakers influencing policymakers 3. Direct client services focuses on outreach activities focuses on outreach activities 4. Indirect client services client advocacy client advocacy Issues and Ethics - Chapter 13 (1)

Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Social Justice Perspective The SJP rests on the assumption that all people have a right to equitable treatment and a fair allocation of societal resources, including decision making. The SJP rests on the assumption that all people have a right to equitable treatment and a fair allocation of societal resources, including decision making. Some of the ethics codes refer to the role of social justice advocacy as an ethical mandate. Some of the ethics codes refer to the role of social justice advocacy as an ethical mandate. The goal of counseling is to promote the empowerment of people who are marginalized and oppressed in our society. The goal of counseling is to promote the empowerment of people who are marginalized and oppressed in our society. To translate this paradigm shift into one’s actual counseling practice, it is necessary to acquire a set of social justice and advocacy competencies. To translate this paradigm shift into one’s actual counseling practice, it is necessary to acquire a set of social justice and advocacy competencies. Issues and Ethics - Chapter 13 (2)

Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Advocacy Competencies Practitioners serve their clientele at three levels of advocacy intervention: Practitioners serve their clientele at three levels of advocacy intervention: 1. the individual client/student level 2. the community/school level 3. the public/societal level Within each of these levels, counselors act with and on behalf of their clients and others in their clients’ environments. Within each of these levels, counselors act with and on behalf of their clients and others in their clients’ environments. Issues and Ethics - Chapter 13 (3)

Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Alternative Counselor Roles Change agent Change agent Consultant Consultant Adviser Adviser Advocate Advocate Facilitator of indigenous support systems Facilitator of indigenous support systems Facilitator of indigenous healing systems Facilitator of indigenous healing systems Issues and Ethics - Chapter 13 (4)

Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Community Counseling Practitioner Duties involve: Duties involve: Ability to support community needs Ability to support community needs Develop partnerships in creation and delivery of services Develop partnerships in creation and delivery of services Promote community organization and development of activities Promote community organization and development of activities Outreach Outreach Develop strategies to empower the community Develop strategies to empower the community Issues and Ethics - Chapter 13 (5)

Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Community Counseling Practitioner Duties involve: Duties involve: Influencing policymakers Influencing policymakers Consultation with community agencies Consultation with community agencies Evaluating human-services programs Evaluating human-services programs Advocate and assist with initiatives Advocate and assist with initiatives Develop and build community assets Develop and build community assets Issues and Ethics - Chapter 13 (6)

Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Relationships Between Counselor and the Agency Counselors who are dissatisfied with an agency or the system may decide to: Counselors who are dissatisfied with an agency or the system may decide to: subvert it any way they can. subvert it any way they can. conform to institutional policies out of fear. conform to institutional policies out of fear. make compromises between institutional demands and personal requirements. make compromises between institutional demands and personal requirements. leave the agency. leave the agency. Issues and Ethics - Chapter 13 (7)