Theory Skills and Intervention: Ethical Professional Principles - Essay Example

Theory Skills and Intervention 14 April Theory Skills and Intervention: Ethical professional principles Ethical professional principles are not intended to be a guideline for resolving every ethical problem; neither do they specifically remove the need for judgment or reasoning. In addition, ethics and professional principles cannot be applied in a generalized manner as each client’s problem is unique and it calls for different approach towards solving it. They are objectively meant to provide mechanisms for professional accountability, educate professionals about the expected ethical conduct, and serve as catalysts for improving the practice. Some of the principles include protecting a client’s responsibility, upholding integrity, protecting client’s rights, practicing within the scope of one’s competence, utilizing and assessing techniques, and promoting clients’ welfare. These professional principles enhance relationship with a client as discussed in the following sections. This paper will discuss theory skills and intervention in relation to ethics and professional principles, taking into consideration the person-centered or humanistic approach as well as recovery approach or theory. Practitioners have a primary obligation of confidentiality, safeguarding any information regardless of its importance about an individual, which has been obtained in the course of the client’s assessment. Personal information can only be transmitted to a third party when the client has consented to it or if the information is liable to endangerment of the client or the society as a whole. However, in some cases, a potential conflict may arise between legal and ethical standards when the case involves counseling of subjects who are minors. This normally occurs as it consists of practitioners counseling children or adolescents in social environments such as school settings. Practitioners may be obliged to follow ethical and professional principles of maintaining confidentiality during sessions with the child, although a parent or guardian might have legal rights to know the information pertaining these sessions. This dilemma reveals a tussle between doing what is required as per the norms of the profession and the ethical responsibility the society demands and deems appropriate (Corey, Corey, & Callanan, 2011). High standard of competence in their daily practice is one of the principles that practitioners are obligated to maintain in addition to undergoing professional development. The practitioners are supposed to practice to their level of professional knowledge and should not go beyond the limits of their professional capabilities. If in certain circumstances the client needs the practitioner to offer services related to the initial primary problem but at an advanced level, the practitioner will be required to seek an additional supervision or consultation from the a professional who is best suited for it (Corey, Corey, & Callanan, 2011). There is also a need to ensure the extra service requested by the client does not go beyond the scope of the practitioners’ practice relevancy. In lieu of this, practitioners are required to maintain current knowledge of policies, legislation, programs, and issues related to the community, its culture, institutions, and services in areas of practice. According to Corey, Corey, & Callanan, as a way of maintaining competence and acquiring skills in social work or social service, they are required to engage in processes of self-reviewing and self-evaluation of their practice as well as seek consultation where they deem appropriate (Corey, Corey, & Callanan, 2011). Professional responsibility by the practitioners should be highly upheld at all times during the dissemination of their duties. They are mandated to behave professionally to boost their public confidence as well as show respect to fellow colleagues. Appropriate measures should be taken to keep the client away from physical or psychological harm within the assessment period. Practitioners have an obligation to continue caring for the clients even after the assessment period elapses; but with a free will from the client, they can do either this passively or directly (Corey, Corey, & Callanan, 2011). Furthermore, the practitioners can refer clients to other appropriate professionals when need occurs. They are expected to use professional procedures outlined by the guideline book to make ethical decisions when solving ethical situations. For instance, in the occurrence of conflicts between the practitioners and their fellow colleagues, appropriate steps should be followed to ensure those problems are solved without interference with the wellbeing of client at hand (Geldard & Geldard, 2003). Utilization of assessment techniques should be applied to ascertain that there is sufficient evidence in test manual of the practice guidelines, and its applicability in measuring clients’ problems. The manual should describe development, rational of the test and data pertaining to the item selection and test results (Jenkins, 1990). Purposes and applications of test, and its validity should be clearly stated in the practitioner’s manual. The practitioner should be in a position to justify the logic of the choice of particular tests; they should be competent enough by their level of training to handle such occurrence without any hindrance. To understand effectively these test manual, practitioners are required to attend workshops, seminars, seek higher supervision, or undergo other additional training (Corey, Corey, & Callanan, 2011). Furthermore, they should strictly follow instructions for the administration of the test to ensure a required standard is maintained. Conclusions of the tests should be made unless empirical evidence is provided to justify the authenticity. Nevertheless, practitioners should write report with clarity, avoiding the use of complex clinical terms, but plain language that is understandable by nonprofessionals (Bolstad & Hamblett, 2004). Clients have the rights to be treated with dignity, humane, and respect by the practitioners in all circumstances. Clients expect to receive high-level standards of services provided by the practitioners, who are required to be well trained and competent enough. The aspect of confidentiality with respect to guidelines and obligations outlined in the practitioners’ manual and the prevailing laws should always be provided for impartially. In special case of contradiction to this, the client should consent to any of the eventuality of his or her information being shared to a third party. The client and the practitioner should clearly discuss matters that might affect the assessment and sign a contractual form before the commencement of the program. These include payment mode of payment period, the assessment would have to take, the semantics of his/her access to the services, the circumstance of unforeseen absence of both parties within the period of the assessment, and ways of handling any emergencies (Jenkins, 1990). The client has the right to get a statement clearly showing purposes, goals, techniques, nature of tests, procedures to be used, and the limitations of these particular tests. Information concerning dangers that might occur foreseen by the practitioner should be made available to the client who should also be advised accordingly. The client has the right also to refuse any recommended services, but advice should be given to them regarding the effects of failure to implement them. The clients can decide to discontinue the therapy program at anytime they wish to and they have a right for a legal counsel incase their rights are infringed upon by the practitioners (Bolstad & Hamblett, 2004). The person-centred or humanistic approach is one of the theories that the practitioners should apply in handling their clients. Developed from human potential movement by Carl Rogers in 1940’s – 60’s, it is informative on people, helping practices in health professions today. Geldard attributes Rogers emphasis that the attitudes and personal characteristics of the practitioners and the quality of their relationship with the client are central in determining the outcome of any helping conversation (Geldard & Geldard, 2003); and research has consistently supported this idea. Rogers’ person-centred or humanistic approach theory is based on six conditions. These include, that two persons are in psychological contact, one of them is the client who is in a vulnerable state coupled with anxiety and incongruence; the practitioner/therapist is in a state of congruence; the therapist has an attitude of unconditional positive regard toward the client; there is a situation where the therapist experiences an empathic understanding of the clients internal problem; and lastly, the client has a perception of unconditional positive regard of the therapist towards him /her and the therapist understanding of his/her underlying problem (Geldard & Geldard, 2003). The recovery approach is a method developed specifically to work with people diagnosed with mental illness. This concept entails people staying in control of their lives despite experiencing mental health problem. It focuses on supporting recovery and building the resilience of clients diagnosed with mental health problems, instead of merely treating or managing their symptoms. Recovery is more or less a process, outlook on life, having a vision, and a guiding principle towards recovery (Manthei, 2001). In addition, the process provides a holistic approach where there is more to that person than his/her diagnosed illness. The recovery theory emphasizes that recovery from mental illness is possible and calls for optimism and commitment from all concerned parties. It is largely influenced by people’s expectations and attitudes, and requires support from family, friends, and practitioners. Geldard adds that recovery approach is supported by several factors such as financial security, good relationship with family, friends, therapist, a better living environment, well focused cultural and spiritual perspectives, and personal growth amongst others (Geldard & Geldard, 2003). In conclusion, professional ethical awareness and the practitioner’s personal problem solving skills eventually determine how he/she translates the various ethical and professional principles into a professional behavior. The principles neither provide the answers nor specifically address solution to every problem that the practitioners may face in their daily interaction with clients; they are necessary but not sufficient for the exercise of ethical responsibility. References Bolstad, R. and Hamblett, M. (2004). Transforming communication: Leading edge professional and personal skills. Auckland, New Zealand: Pearson Education Corey, C, Corey, M. & Callanan, P. (2011). Issues and ethics in the helping professions (4th Ed.). Pacific Grove, CA, USA: Brooks/Cole. Geldard, K. & Geldard, D. (2003). Counseling skills in everyday life. London, UK: Palgrave MacMillan. Jenkins, A. (1990). Invitations to responsibility: The therapeutic engagement of men who are violent and abusive. Adelaide, Australia: Dulwich Centre Manthei, R.J., (2001). Counseling: The skills of finding solutions to problems. Auckland, NZ: Longman. Read More