Ethical Concepts in Counselling

Ethical Concepts in Counselling Ethics pertains to beliefs we hold about what constitutes right conduct. They are moral principles adopted by an individual or group to provide rules for right conduct and represent aspirational goals or the maximum standards which are set and enforced by professional associations. The American Counseling Associations (2005) Code of Ethics states that when counselors encounter an ethical dilemma they are expected to carefully consider an ethical decision making process. While counseling a client, the counselor is presented with countless challenges to recognize when and where a specific ethical concept, standard and guideline might be crucial. Ethical standards and guidelines inform our judgment as they help us recognize, think through and find or create path to deal with a dilemma. The way we respond to a dilemma has a great deal to do with our sense of what is valuable and right. In this perspective, the response is seen as being fair and judicious for the client or perhaps is in t he client’s best interest for continued development. When counselors operate from this highly personal and subjective position, they call upon a sense of morality. Morality is concerned with perspectives of right and proper conduct and involves an evaluation of actions on the basis of some broader cultural context or religious standard. Morality serves as a foundation to ethical practice and decision making. To decide ethically is to first decide morally. (Values and Ethics in Counselling: Real –Life Ethical Decision Making, Dana Heller Levit) Values pertains to beliefs and attitudes that provide direction to everyday living. Clients ethical issues becomes a dilemma when they pit ethical, legal or organizational requirements against each other or when the ethical codes become silent on the clients issues. With respect to these , finding occasional inconsistencies among resources are inevitable. As a result, to select a preferred course of action from among the conflicting guidelines, counselors use a decision making model that allows them to weigh the relative importance of the information obtained. A structured method of information collection and review can facilitate the ethical decision making process. The application of this model may help counselors to avoid ethical misconduct and to pursue ethical ideals. The counselor essentially needs to be inquisitive at the beginning phase of an ethical decision making process. The initial step is to identify the problem or the dilemma based ethical, moral and legal dimensions by gathering all relevant information that illuminates the situation. In other words, counselors need to obtain a clear description of the nature of the problem through the usage of effective counseling skills such as reflexive questions. The second step involves a careful evaluation of the most critical issues abstracted from all the information gathered previously. At this point, attempts should be made to review the rights, responsibilities and the welfare of clients and other stakeholders concerned with the dilemma. This review extends to the point of considering the cultural aspects of the situation influencing the clients welfare. Furthermore, the use moral principles of autonomy, nonmaleficence, beneficence, justice and fidelity to address the situation is inevitable here. With regard to autonomy, the counselor should allow clients the right to choose and act according to their preference. Nonmaleficence is a primary concern that emphasizes on refraining from actions that may risk harming clients. An example would be inappropriately labeling clients with diag nostic terms that may denote abnormality, which could pose serious consequences to the welfare of the client. Beneficence is applied when counselors respect clients dignity and promote the welfare of clients. The principle of justice refers to being fair and nondiscriminatory towards clients. Fidelity deals with faithfulness to promises made and to the truth. There lies a problem in upholding fidelity when a counselor works with a minor client and is obligated to be loyal to the client, while the principle of beneficence may suggests that disclosure may be best for the whole family. In such circumstances, when counselors are left between the conflicting principles, they may need to prioritize certain principles over others as required by the situation. The third step is to review the ethical codes that are relevant to the problem situation. Ethical codes prompt, guide and inform significant values and concerns regarding ethical behaviour. Professionals sought the code of ethics and examine the particular sections relevant to the dilemma to consider if they offer possible solutions. At this point, they also consider if their values and ethics are consistent with or are in conflict with the relevant codes. In the event of an inconsistency with a particular standard, counselors seek supervisory guidance and clarify the issues. Upon rectifying the inconsistencies, they produce a rationale to support their position and document their judgment and reasoning to justify their actions to solve the dilemma. The significance of the fourth step involves keeping up to date on the relevant state and federal laws that might apply to ethical dilemmas. In order to do so, the counselor needs to be knowledgeable in the applicable laws and regulations. At the same time, interpreting these legal statutes as according to how they may relate to clients issue becomes a fundamental aspect of the decision making process. This would be pertinent in matters of breaching confidentiality, reporting abuse of the vulnerable , dealing with issues that pose a danger to self or others, parental rights and record keeping. It will also suffice to seek guidance from professional bodies concerning ambiguous ethical or legal situation. After thorough assessment of all ethical, clinical and legal issues pertaining to the dilemma, counselors present their facts of the situation and obtain consultation from professional authorities in the fifth step . This is especially useful when counselors are grappling with an ambiguous ethical issue. As an ethical dilemma can be intellectually overwhelming and emotionally distressing for both the client and the counselor, objective feedback from various reliable sources such as colleagues, supervisors or inter-organizational bodies can provide a wider view of the problem or even a new focus on unconsidered facts. Besides consulting professionals who share the same viewpoints, it may also suffice to seek expertise from cross cultural entities , as required by the nature of the dilemma. With adequate information and guidance at hand, the counselor is now at a position to formulate possible solutions to the dilemma (Frame Williams, 2005). In essence, the sixth step is about contemplating the possible and probable causes of actions. Apparently, it requires an extensive exploration process that would allow counselors to lay out the possible courses of action, while at the same time accounting for the ethical obligations of such actions. As counselors review the possibilities, it may be imperative to involve clients in the exploration process before deciding on the most probable courses of action. This is to ensure that decisions are made to the best interest of the client. As it was done in earlier steps, documenting these discussions and would be helpful for counselors to justify their actions in the event of them being questioned. The seventh step entails the previous one as it informs the counselor to enumerate the consequences of various decisions that were taken after evaluating the possible courses of action. This involves considering the positive and negative consequences of each option while at the same time weighing the relative significance of each option. Clients involvement matters during this analysis to ensure that the decisions gravitate towards the best interest of the client. To achieve this the counselor may employ the five moral principles of autonomy, nonmaleficence, beneficence, justice and fidelity as a framework to consider the consequences of a particular course of action. In the last step of the model the counselor decides on what appears to be the best course of action. After generating the best possible decisions and their outcomes, counselors together with clients and other supervisory consultation, would be select and implement the most appropriate course of actions. Implementation of decisions is followed by assessing the appropriateness of the outcomes of those decisions. The decision making process reaches the fin al phase when the counselor reflects on this assessments and communicates them with clients. However, a follow up may be necessary to determine if the actions taken are effective or if they require a modification. Last but not least, it is essential to document steps taken so as to clarify options, facilitate reasoning and avoid redundant efforts. More importantly, having a documentation is significant if evidence of these efforts are later requested during an investigation. In overall this ethical decision making framework serves as a deliberative and creative approach that guides counseling professionals to fulfill their ethical responsibilities amidst an elusive situation. It assist baffled counselors to think though an ethical dilemma and to arrive at an ethically appropriate decision. Moreover, the framework also helps to prevent ethical violations by enabling counselors to acknowledge the intricacies of ethical decision making as a basis on which competent, ethical and profess ional counseling can be practiced. Despite its useful aspects, the decision making model does falls short in certain areas. In evidence, Corey, Corey and Callanan (1998) indicate this model cannot be applied in an automated or generalized manner, as practitioners often find themselves confronted with a complexity of personal values, social context, as well as a prescriptive professional code. As in the model fails to correspond with this reality or address the level of complexity they confronted. For instance, the general guidelines that states the counselors responsibility to minor clients and to their parents, may provide little help to a counselor who is struggling with an adolescent client who feels alienated from his chaotic family and wants the counselor to keep his violations of curfew and experimentation with alcohol from his parents. The counselor is in a dilemma determining how much material from counseling must be shared with parents and what does that disclosure mean to the progress of the therapy. As it is, the burden of analyzing ethical issues falls squarely on the professional who obviousl y requires critical thinking and intellectual ability that allows careful reasoning to arrive at the best solution. At the same time, reviewing numerous ethical codes and standards in an attempt to abstract those that relate to the dilemma can be a painstaking as well as a time-consuming process. On the other hand, after checking on all ethical and legal obligations, considering the available courses of actions can be again challenging as it may require the clients and the counselors collaborative efforts to speculate all possible options open to them. It may be exhaustive in the sense that it involves an in-depth exploration process where all possible actions and their outcomes have to be thoroughly scrutinized before arriving at a decision. Nevertheless, the ethical decision making model is of much relevance to the current practices of various professional organizations and is widely used by practitioners to find their way out of an ethical dilemma. The following scenario demonstr ates the application of the ethical decision making model. Joe, a 17 year old tells her school counselor, Anne that she was sexually abused by her stepfather and now intends to leave the house to stay with her close friend Mary. Joe also reports that she has not been able to focus in her studies due the trauma caused by the incident and hesitates to tell her mother as it is shameful to do so. In this case, Annes first task is to gather all relevant details of the problem situation such as Joes emotional health, sociocultural background, her current status with the her mother and stepfather and other and other relevant details. Anne also identifies Joes mother, stepfather, Mary and other members of the household as the stakeholders involved in the problem. Anne then attempts to safeguard Joes rights and works in line with the moral principles of autonomy, beneficence, nonmaleficence, justice and fidelity to protect Joes welfare. In Joes case it is highly likely that different princip les may lead to incompatible conclusions. At this point, Joe seeks guidance and evaluates on which principle should take priority over the others. Anne also reviews the relevant ethical codes to check on ethical obligations regarding her actions. For instance, she may evaluate if a disclosing the issue to her mother would compromise Joes welfare. To mitigate this ambiguity, Anne refers to the ethical codes and standards. Then, Anne explores if any legal statutes are relevant to her actions and is careful about not violating them. Subsequently, Anne talks to her supervisor about Joes case to obtain feedback and solicits ideas from her colleague who works with teenagers. With all the information, Anne identifies a number of possible courses of actions. She lists down the potential responses such as encouraging Joe to talk about it to her mother while maintaining confidentiality of Joes case or as another alternative, informing Joe that she (Anne) would like to consult her mother. In J oes presence and with some supervision, Anne then considers the consequences and outcomes of the possible actions and evaluates the most probable options. Upon arriving at a decision which is ethically appropriate, Anne assesses the outcomes of those decisions and reflect on how they will set an impact on Joe. She communicates these to Joe and documents her action for record-keeping. Another case scenario would involve a family whose child has leukemia and the parents are addressing the situation with prayers rather than medical treatment. They have sought Paul for counseling. To begin with, Paul is faced with a dilemma, as he recognizes a serious problem. On one hand, safety and the welfare of the child and on the other, maintaining client confidentiality are two issues of concern. Conclusion: As counseling focuses on important perspectives such as clients needs, hope,risk and expectations to the point where lives can be at stake, counselors need to reason ethically through challenging situations and determine the most appropriate course of action that ultimately is in the best interest of clients. This requires counselors to be aware of professional and personal issues influencing their decisions, especially when considering the potentially profound, harmful ramifications to clients and the counseling profession when sound ethical judgment is not made.

The Benetton Group Case Study Essay -- Benetton Ad Campaign Social Iss

The Benetton Group Case Study The Controversy Continues Problem Identification Benetton, the world famous clothing producer, once again dives into social issues that the United States may not be ready for. The Italy based group is well known for their shocking world issue advertisements that only bear the company logo. In fact, Benetton’s advertisements traditionally do not feature the clothes it sells; only the issues play the lead role. After years of controversy over ads such as AIDS, war, interracial relationships, and priests kissing nuns, it may be time for Benetton to campaign about something other than controversial social issues, like clothes. On January 1, 2000, Benetton’s new advertising campaign wasn’t about sweaters or pants, but about convicted murderers that are on death row. The â€Å"death row† ads feature portraits of American death row inmates in prison uniforms with the slogan â€Å"Sentenced to Death†. The ads give the inmate’s name, date of birth, cr ime, and expected method of execution. Within the campaign, inmates also talk about topics ranging from their childhood to their dreams, everything except their victims. According to CNN, victims’ rights advocates are outraged as well as are the individuals that lost loved ones to the profiled inmates. Once again, Benetton is faced with another controversy that could perhaps worsen their already poor US market share. According to the New York Stock Exchange, where The Benetton Group is publicly traded, it seems that the company has lost over ten dollars per share since their peak of 50 15/16 in January. This decrease could be attributed to many things, but perhaps the most significant was the February announcement that Sears would immediately pull Benetton designed clothes from all 400 of its stores that had been selling the Benetton USA line. The Benetton USA line was specifically designed for Sears when the two companies joined last summer to introduce a new line of juniors , kids, and men’s apparel. Troubled by the campaign, Sears renegotiated its contract with Benetton to gain the right to preview future Benetton ad campaigns. A revised clause in the contract also gave Sears the ability to withdraw from the deal without penalty if the two parties were unable to agree on future campaigns, according to CNN. Regardless of these changes, the controversy was too significant for Sears to ignore due ... ...it could be done by using special warnings). The Benetton does just the opposite: it wants everybody to see it, because this is the only way they can change society (awareness). The ads may be perceived as psychoactive, and therefore ethically incorrect (e.g. the "Death Row" campaign had enormous negative impact on relatives of the murders' victims). The problems with the campaign eventually led to the departure of Toscani from the company (after 18 years of collaboration). The parties had claimed that it had nothing to do with the last campaign, but critics took it as Benetton's acknowledgement of wrongdoing. In the summer of 2000, the Benetton advertising practices have changed as well: they turned from using the death row as means of publicity, towards doing shows on fashion runways. Many of the industry observers anticipate that company will convert to more traditional fashion advertising in order to increase its sales. They predict it will help the stock as well (Sloat, 2000). The results of rethinking the advertising philosophy are yet to be seen. Judging by recent developments, the Benetton approach to social responsibility issues have not been entirely successful.

History of Early New York Immigration

Immigration is an event that has been occurring in New York since 1624 when the Dutch West India Company assembled thirty families from Holland to established a settlement that became known as New Netherland. Many immigrants came to our nation looking for opportunities that their country could not provide for them. The prospect of political and religious liberty, as well as opportunities for economic advancements brought millions of immigrants to America. Through the years, immigration has played a key role in the New York†s economic, political and social development in both positive and negative ways. During the colonial era most immigrants came from northern European countries. Their numbers declined with the onset of the Revolutionary War during the 1770†³s, but immigration picked up strongly again during the 1840s and 1850s. Between 1840 and 1860, the New York received its first great wave of immigrants. In Europe as a whole, famine, poor harvests, rising populations and political unrest caused an estimated five million people to leave their homelands each year. In Ireland, blight attacked the potato crop, and upwards of 750,000 people starved to death. Many of the survivors emigrated. The failure of the German Confederation†s Revolution of 1848-49 led many of its people to emigrate. Many settled in New York City, where the population increased from 200,000 residents in 1830 to 515,000 in 1850. By 1860, New York was home to over one million residents. More than half of the city†s population at that time were immigrants and their American-born children. The masses of immigrants were overwhelming. By 1887, it became obvious that Castle Garden (immigrant receiving station) was too small to process the large numbers of immigrants pouring into the New York. The Castle Garden was so small that criminals were simply hanging out at the receiving station to rob the immigrants inside, instead of waiting for them to get on the streets. Thus, the government built Ellis Island in 1892 and immigrants continued pouring in. The number of immigrants was so great that by 1910 immigrants and their families composed over half the total population of New York. During Industrialization many â€Å"new† immigrants on their way out of Southern and Eastern Europe due to over population and religious persecution. Approximately 25 million arrived between 1866 and 1915. While earlier immigrants had come mainly from northern European countries such as England, Germany, and the Scandinavian countries, by the 1880s most â€Å"new† immigrants were arriving from southern and eastern countries such as Italy, Poland, and Russia. More than a million immigrants arrived in each of the years 1905, 1907, and 1910, some fleeing the â€Å"pogroms† (organized massacres) taking place in Eastern Europe, and others seeking a life that they could never have within the borders of their poverty-stricken countries. These later immigrants, arriving from southern and eastern Europe, were Czechs, Poles, Ukrainians, Serbs, Slovaks and Russian, as well as Italians, Greeks, Hungarians, and Rumanians. Approximately ten percent of them were Jews fleeing the repressive policies of Czarist Russia under Alexander III, although Roman and Orthodox Catholics were among the arrivals. The tremendous industrial growth of the late nineteenth century created an unprecedented demand for workers. The construction of canals and railroads required an enormous force of unskilled laborers. Hence, practically all the â€Å"new† immigrants found jobs in transportation, mining, and manufacturing. Without this supply of labor, New York â€Å"s industrial expansion could not have taken place. A few exceptional immigrants rose to positions of wealth and power. But for the great mass of immigrants, success meant something much more limited. It meant better wages, money in the bank, ownership of a home, and a brighter future for their children. Even though immigrants helped to make the Industrial Revolution possible they faced opposition in economics and politics. The response to these newcomers was unfriendly and inhospitable. The Americans who saw their job security challenged by immigrants that were willing to work longer hours for lower wages did not welcome. The new comers did not have the same culture as the first immigrants that had come from Northern and Western Europe. Most lacked skills and very few spoke English, some could not read or write in any language. The Slavic and Polish (excluding Jewish) immigrants groups were viewed as unskilled, illiterate, and transient and were seen as a bigger threat to New York institutions than the other European ethnic groups. They were not ambitious people, tended to keep to themselves, and were opposed to the American idea of materialism. Many of the Slavs and Poles distrusted New York public schools; they withdrew their children from school and encouraged them to seek training in a trade, thus allowing a high rate of dropouts. Likewise, Italians were discriminated against because they also provided cheap labor and, naturally of a clannish nature, tended to move and settle as a group in Italian communities where they only worked with fellow countrymen and did not learn the ways of urban life. Americans thought that Italians did not assimilate into the American culture well since they held on their old-country traditions and cultures so strongly. Assimilation was important to the Americans because they were fearful of the change that came with other cultures, not to mention their resentment towards the new languages already replacing English in several parts of the cities. The Italians also brought the Mafia, which although in Italy enforced justice, came under the control of criminals in New York, and became known for racketeering, blackmail, and extortion. The immigrants were blamed for creating disorder and violence in the cities, and in general, were thought to be â€Å"birds of passage† who would use the American economy to make their fortunes, then return to their native land taking American dollars. The ever-growing influx of immigrants disturbed many native-born Americans who were annoyed by the newcomers† appearance and way of life. They expected these people, no matter what their place of origin, to conform to Anglo-Saxon patterns of behavior and to cherish the institutions of America. These anti-immigrant, natives, sentiments, and the hatred and prejudice toward these immigrants led to the passing of immigration laws that greatly restricted the flow of immigration . The first restrictive law prevented immigration of lunatics, criminals, polygamists, people with diseases, and those likely to be public charges. In August of 1882, the first federal immigration law was adopted. This law put a head tax on all immigrant passengers. Laws from notes. Many American believed that these immigration restrictions were necessary to keep the New York city from deteriorating. The population living in cities of over 30,000 increased from ten percent of the total in 1860 to more than twenty-five percent of the total US population by 1900. The pressure of the tremendous inflow of immigrants quickly outstripped the ability of the New York†s established institutions to cope with them. Already poor in the Old Country, for the most part, they arrived in America penniless and made their homes in the growing tenements of America†s major cities, like New York. The severe strain on the housing situation coupled with discriminatory practices eventually led to the creation of ghettos. Women and children were often sent to work to contribute to the survival of the family, old-world views that eventually led to wholesale exploitation of child labor. Poverty on a never-before-seen scale became the norm in America†s urban centers. Perplexed, poor, and lacking knowledge of the American lifestyle, these immigrants were used as a low-paid labor force for dirty jobs that nobody else wanted and felt the harshness of Industrialism the most. They did not know their bosses, class animosity often divided management and labor, and their interests and wants were of little concern to the corporations. Because these people did not have the proper education, many of them remained unskilled or semi-unskilled throughout their lives. Although many could not attain the work skills they needed, they gained many other things. By the early 1900†³s, ninety percent of those who could not speak English learned to do so in less than ten years after they arrived, and only a third was still illiterate. Despite their many hardships, the new immigrants were determined to make it in the New World. For example, the Slavs† ability to take the worst jobs and stick with them enabled them to become one of the top two ethnic groups representing employees of America†s leading industries . It was the clashing of old-world views with those of new-world ideas that forced compromises that helped to advance social and political thoughts. The cities would not have grown without people to provide cheap labor in the factories, and it was the willingness to provide a cheap source of labor and to work the most difficult and menial jobs that helped enable the United Stated to make the economic gains that she made. The stamina and perseverance of the immigrants made America and industrial giant and the world economic power it is today Even though immigrants helped to make the Industrial Revolution possible they faced opposition in economics and politics. Although New York benefited from immigration they tended to regard the newcomers as competitors for their jobs. This is understandable not only because of fluctuations of the economy, which caused unemployment but because immigrants were often used as strike. The â€Å"new† immigrants that came to America that could read, write, speak, and understand English were lated by many political supports. Those people feared that if an immigrant were gain power in politics that they might try to incorporate their old customs and traditions in politics. Many Americans even opposed the idea of allowing immigrants the right to vote. Even after immigrants were to become Americanized, political supports fought to keep immigrants from participating in politics.

Community Garden Review Project - 884 Words

Community Garden Review Process I did not think that this project would amount to much, it was a struggle, and took more effort than everyone expected. We knew that it would be difficult to get the basics planned, to get donations, and to finalize details but I did not think it would be that difficult every step of the way. Going to class most of the semester made me anxious because I knew that it would end in heated arguments and people leaving upset and not much progress. I do not handle conflict well; it stresses me out and when everyone begins fighting it leads to me feeling helpless. After this class and this project, I have learned to handle this stress better and that even though I am a quiet person I can still have a say in how things are handled. Although the closer to the event we got the easier it was to plan, it was still chaotic. I think that towards the end of the semester we wanted to do whatever was the simplest and this actually helped the project. In our brainstorming we covered all different kin ds of events to have—from large and extravagant to backyard barbeque-esque, and the smaller setting seemed to feel more in-line with what we wanted to achieve. If we had stopped talking and processing when we thought we had everything figured out, we probably would have spent a lot more money for not much more experience and it would not have been as successful as the event was. Most of the details for the event were not decided until right before the work days orShow MoreRelatedUrban Agriculture Essay example1627 Words   |  7 PagesGirardet). In a world of cultural scientific knowledge and industrialization, establishing agriculture into the ever-growing urban communities is essential and can nurture social consensus, economic and environmental merits that can be distributed plentifully. 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