Informed Consent Review the scenarios in Exercise 3.2 on page 66 of your textbook and view any related media.

Informed Consent Review the scenarios in Exercise 3.2 on page 66 of your textbook and view any related media. In your initial post, discuss the purpose of informed consent and how it would apply to two of the scenarios. Respond to the following in relation to informed consent:

What are the ethical responsibilities of the human service professional in the scenarios you selected?
What are the ethical responsibilities of the human service professional to obtain informed consent for disclosures to a third party or for participation in research?
What are the risks or challenges with disclosure in a situation where there may be a reason to breach confidentiality (such as potential harm to the client or others)? 55

C H A P T E R 3

Ethical Standards:
Guidelines for Helping
Others

Maria: Gee, being a counselor is a great job!

Ms. Wicks: Yes, it is, Maria, I enjoy it very much.

Maria: I mean you get to sit in this office and just listen to people
complain, you know—chat AND get paid for it!

I
t is not that unusual to find individuals who believe that “helping” is
simply a process of social chatting and that helpers—be they counselors,
psychologists, social workers, and so on—are at best nice people and at

worse frauds. Contrary to this view, those in the helping profession know
and appreciate that as a formal process and a profession, helping is a power-
ful, awesome process that carries with it equally powerful and significant
responsibilities.

Sadly, it is all too easy to find examples of helpers who have abused this
power and responsibility. One need only to turn on a television talk show
to find examples of unethical therapists who have sexually abused their
clients, counselors who have ignored their clients’ suicidal pleas for help,
or even medical and social service workers who have personally gained
from the misfortune of others. As helpers, we are given the responsibility to
care for individuals, who by definition of needing help are often those who

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56–●–ETHICAL PRACTICE IN THE HUMAN SERVICES

are most vulnerable to manipulation. Given the potential vulnerability of
their clients and the power of the helping dynamic, helpers need guidelines
for professional decision-making that not only protect but care for those
seeking their help. Professional ethics and codes of conduct provide those
guidelines.

● OBJECTIVES

The decision-making of the professional counselors, psychologists, social
workers, and marriage and family therapists is formed through training
and acquired knowledge and skills and guided by their professional codes
of conduct and ethics. The chapter will introduce you to the ethical
guidelines employed by these professionals. While the uniqueness of each
of these professions is reflected within their own ethical principles and
codes of conduct, each shares common concern for the welfare of the
client. The current chapter discusses the need for these ethical principles
and highlights the commonality of ethical principles shared across these
professions.

After reading this chapter you should be able to do the following:

• Describe common values and points of concern evidenced in various
professional codes of ethical practice.

• Describe what is meant by autonomy, beneficence, and nonmaleficence.
• Describe what is meant by informed consent, competence, confiden-

tiality, and professional boundaries.

● FORMAL ETHICAL STANDARDS: THE EVOLUTION
OF A PROFESSION

Ethics, including professional ethics, are at their core a set of values and
beliefs that have been articulated as a guide to sound, moral decision-making.
In the most recent revision of the American Counseling Association Code
of Ethics, for example, the committee charged with the revisions delin-
eated specific professional values that are meant to inform all counselors’
practices, teaching, supervision and research (Meyers, 2014). The values
highlighted within the preamble of the ACA Code of Ethics (2014) include
the following:

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Chapter 3. Ethical Standards–●–57

• enhancing human development throughout the life span;
• honoring diversity and embracing a multicultural approach in support

of the worth, dignity, potential, and uniqueness of people within their
social and cultural contexts;

• promoting social justice;
• safeguarding the integrity of the counselor–client relationship; and
• practicing in a competent and ethical manner.

Neither the values underlying our professional codes of conduct nor the
codes themselves bloom in a vacuum. They reflect the meaningful experi-
ences and discussions of the members of a profession. And just as our pro-
fessions develop over time, in response to expanded knowledge, changing
demands and client needs, our ethical codes evolve. They are truly living
documents. Documents that are intended to educate all members of the
profession and those whom they serve as to the specific responsibilities and
expectations of the profession and those operating within the role of profes-
sional. And while each of the helping professions shares concerns for the
welfare of those whom they serve, the form that concern and service takes
is shaped by the unique history, composition and professional values of each
profession. For example, the 2014 ACA Code of Ethics makes it clear that
“The American Counseling Association (ACA) is an educational, scientific,
and professional organization whose members work in a variety of settings
and serve in multiple capacities. Counseling is a professional relationship that
empowers diverse individuals, families, and groups to accomplish mental
health, wellness, education, and career goals” (ACA, 2014, p. 3). Whereas the
unique identity and responsibilities of those working within the field of social
work is presented within the preamble to their professional code of ethics
as, “The primary mission of the social work profession is to enhance human
well-being and help meet the basic human needs of all people, with particu-
lar attention to the needs and empowerment of people who are vulnerable,
oppressed, and living in poverty. Social workers promote social justice and
social change with and on behalf of clients” (National Association of Social
Workers [NASW], 2008).

Our codes of ethics are more than public pronouncements of our
professional identity. They are also guidelines for practice. Our codes serve
as a standard, accepted by the members of our profession, against which
practice decisions and actions can be judged. Thus, when confronted
with choices, a practitioner can decide as to the rightness and wrongness
of each option, using the code of conduct and ethical principles for that
profession as the guideline (see Case Illustration 3.1).

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58–●–ETHICAL PRACTICE IN THE HUMAN SERVICES

Case Illustration 3.1

Making an Ethical Decision

Dr. Louise Thompson is a licensed clinical social worker in private
practice. She has been working with Alfonso, a 52-year-old construction
worker who was self-referred for depression. Dr. Thompson has been
working with Alfonso for approximately eight sessions. In the course of
her work, she has identified a primary contributor to Alfonso’s depres-
sion. Alfonso is currently on physical disability from his job and now
that his physical condition appears to be healing, he has many self-
doubts about his ability to return to work. As Alfonso stated, he wishes
that he could stay on disability forever.

Dr. Thompson has just received a certified letter from the disability
insurance company asking her (a) to assess and report on her client’s
ability to return to work and (b) to send all of her records for its review.
Dr. Thompson is concerned that, while Alfonso’s physical condition
is on the mend, his depression impairs his ability to problem solve,
which may be a problem and potential danger given his line of work.
Further, Dr. Thompson has recorded in her notes some of Alfonso’s
quotes regarding his disdain for his foreman at work, his desire to stay
on disability, and his fantasies about damaging the current construc-
tion project. She is worried about how these will be interpreted by the
company’s insurance firm.

Dr. Thompson is not sure if she should even respond to these
requests, especially not being completely sure of her competence to
judge capability to return to work. Also, in terms of her clinical notes,
she wonders if she should edit her notes or refuse to send some file
information. It appears that in some ways what is best for the client
may be not to honor the request or to do so after carefully filtering
the information. But her concern is whether this is legal. Is it ethical?
Dr. Thompson wants to do what is best for her client, while practicing
within the standards and codes of conduct for her profession. But the
standard is not clear, at least to her, so she is unsure what to do. Luck-
ily, Dr. Thompson belongs to the National Association of Social Work-
ers. She contacted the association and its legal/ethical consultants and
in dialogue with them, has decided on a plan of action. Without her
awareness of the complexity of these requests or her ability to refer
to her professional association, Dr. Thompson might have made deci-
sions that not only would harm her client but legally and ethically
jeopardize her ability to practice.

Parsons, R. D., & Dickinson, K. L. (2016). Ethical practice in the human services : From knowing to being. ProQuest Ebook Central http://ebookcentral.proquest.com
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Chapter 3. Ethical Standards–●–59

Case Illustration 3.2

Sanctioning a Member

While it is rare, any single incident of sexual misconduct is one too
many for a profession that operates on the implicit trust of its clients.
The following reflects one case (significant details have been modified
in order to ensure anonymity) in which the sexual misconduct of one
practitioner came to the attention of a second.

Dr. L., a clinical psychologist, was working with a new client who
presented herself as depressed and anxious. In ascertaining some back-
ground material, Dr. L. discovered that the client had been in therapy for
the past four years with a certified marriage and family therapist. Addi-
tional data gleaned over the course of the next five sessions revealed that
this therapist had seen the client and her husband for marriage counsel-
ling but in the course of the counseling referred the husband to another
therapist and began treating this client for her “sexual dysfunctions.”

As revealed by the client, the previous therapist started a sexual
affair with her that continued for one year, while she was still under
his professional care. The client said that she had become increas-
ingly depressed in the past few months as a direct result of her previ-
ous therapist terminating both the sexual contact and the therapeutic
relationship. The explanation he provided was simply that she was too
needy and too dependent for him to help her. To make matters worse,
she works in the same organization as the therapist and rumor has it
that he is currently having an affair with another client.

The client expressed her anger and disgust as well as guilt over the
affair. Dr. L. worked on helping her understand that maintaining appro-
priate boundaries was not her responsibility but that of the therapist. As
a result of their sessions together, the client, while not seeking or desir-
ing any legal recourse, shared her concern that this man had access to

(Continued)

In addition to serving as guidelines for practice, our codes serve as
guidelines, from which our professions can govern ethical practice. Behind
each profession’s code of ethics is a mechanism of governance that gives
substance to the ethical principles. Through the use of articulated educa-
tional requirements, members of a profession are guided in the development
and enactment of their professional roles. Further, when these members fail
to perform or practice within the established standard, procedures for disci-
plining and sanctioning can be enacted (see Case Illustration 3.2).

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60–●–ETHICAL PRACTICE IN THE HUMAN SERVICES

● ACROSS THE PROFESSIONS: A REVIEW OF ETHICAL
STANDARDS OF PRACTICE

Typically, practitioners within a profession also hold membership within
the associations representing that profession (see Appendix A). Most coun-
selors, for example, belong to the American Counseling Association (ACA);
psychologists, to the American Psychological Association (APA); marriage
and family therapists, to the American Association for Marriage and Family

other vulnerable female clients and that she would not feel good unless
she could stop that. Together, she and Dr. L. contacted the American
Association for Marriage and Family Therapy (AAMFT), which was the
professional association of the previous therapist. After an exhausting
fact-finding period, the AAMFT Board concluded that not only was
this claim valid but that a history of such behavior existed. The board
revoked his certification, provided him with a treatment and mentoring
plan, and forwarded its decision to the local state board of licensing.
The therapist, in addition to holding a certificate as a marriage and fam-
ily therapist, also was licensed to practice within his state. As a result
of AAMFT’s action, his license was revoked.

(Continued)

Thus, these codes of conduct and these ethical principles exist not
simply as statements of aspiration but are in fact mandates and standards
of professional practice: standards that reflect the knowledge and general
consensus of a profession at any given time. However, just as our profes-
sions continue to develop in response to new opportunities, demands,
knowledge, and technology, so to do our codes of ethics evolve and
develop. For example, most codes of conduct prior to the 1990s didn’t pro-
vide for increased sensitivity toward (a) diversity and multicultural issues,
(b) responding to clients with HIV/AIDS, or (c) nonprofessional relationships
between helpers and clients. The ongoing awareness among professionals
about the importance of these and other emerging issues has been given
voice within the latest editions of these evolving codes of ethics. Because
the codes are evolving, it is important that practitioners maintain participa-
tion within their professional associations and remain informed about the
latest research and literature regarding the ethics of practice.

Parsons, R. D., & Dickinson, K. L. (2016). Ethical practice in the human services : From knowing to being. ProQuest Ebook Central http://ebookcentral.proquest.com
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Chapter 3. Ethical Standards–●–61

Therapy (AAMFT); and social workers, to the National Association of Social
Workers (NASW). These professional organizations provide their members
with specific statements of guidelines for ethical practice (see Appendix B)
and help give clarification to the uniqueness of the role and function of
that profession. The ethical principles and codes of conduct included
within this text (see Appendix B) reflect the latest versions of these stan-
dards. It is important for the practitioner to not only know these standards
but to review association news and updates regarding ethics and codes of
conduct.

COMMON CONCERNS AND SHARED VALUES
ACROSS THE PROFESSIONS

The specific codes of conduct as articulated by each professional organiza-
tion (see Appendix B) constitute the mandatory ethics of that profession,
reflecting the unique demands and responsibilities of those within that pro-
fession. However, cutting across and through the unique principles found
within in each profession’s code of ethics are four core values (i.e., auton-
omy, beneficence, nonmaleficence and justice) that serve as the conceptual
basis for the specific ethical principles (see Table 3.1).

Thus, while each specialty in the helping field may emphasize one or
another ethical principle of practice, it is clear that primary to each of these
codes is the concern for and consideration of the welfare and well-being of
those with whom these professionals work (see Exercise 3.1).

It is commonly held, across the professions, that the helping relation-
ship exists for the clients’ benefit, for their care and NOT for the personal
needs or benefits of the helper. The codes of ethics are structured to high-
light that focus and guide practice in such a way as to service the needs of
the client and protect his welfare. The helper who uses the helping rela-
tionship to make her self or himself feel powerful, important, or needed is
placing her or his needs before those of the client and is being unethical.
It is in placing the rights and needs of the client as primary that an ethical
helper begins to establish the general framework for ethical practice. The
ethical helper—regardless of the specific helping profession—demonstrates
this primacy of the rights and needs of the client by providing the client
with informed consent, establishing confidentiality, and creating bound-
aries that maintain a professional, competent relationship. While each of
these concepts will be explored in depth in subsequent chapters, they are
introduced here.

●

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62

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Parsons, R. D., & Dickinson, K. L. (2016). Ethical practice in the human services : From knowing to being. ProQuest Ebook Central http://ebookcentral.proquest.com
Created from capella on 2021-07-12 17:19:13.

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Parsons, R. D., & Dickinson, K. L. (2016). Ethical practice in the human services : From knowing to being. ProQuest Ebook Central http://ebookcentral.proquest.com
Created from capella on 2021-07-12 17:19:13.

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