Comparing and Contrasting two Human Service Professionals

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Introduction to

Human Services –

Chapter 3&4

Fall 2020
Instructor: Dr. Marisha Wright-Stewart

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Chapter 3 Ethics & Values

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Professional Ethical Standards

● Every profession has a professional board that sets
professional standards to maintain the integrity of the
profession.

● “Human Services is bound by both a set of professional
standards set forth by the National Organization for
Human Services (NOHS), as well as applicable state and
federal laws pertaining to specific practice settings, such
as mental health, health care, school, and child care
settings.”

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Kitchener’s Ethical Decision

Making

“Kitchener’s (1984) model is based on five assumptions:
that all ethical behaviors are presumed to be based on:
(1) autonomy,
(2) beneficence,
(3) nonmaleficence,
(4) justice,
(5) fidelity.”

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Culture Diversity Influences

Being culturally sensitive is
key to understanding one’s
morals and values as it
relates to one’s perception
on ethics.

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Social Justice Movement

“Since the human service profession is
rooted in social justice movements.
Thus, all aspects of the helping
relationship will include an evaluation
not only of the client’s personal
dynamics but also of societal dynamics
that are potentially impacting the client
and the client’s environment (e.g.,
Bronfenbrenner Ecological Model)

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What about your morals and

values?

How can they impede
helping a client?

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Ethical Code of Conduct

● “all the helping professions have such ethical codes
mandating how practitioners should conduct
themselves professionally. There are significant
similarities among the ethical standards of the
various helping professional organizations, such as
the NOHS (2015), the APA (2010), the ACA (2014),
and the NASW (2008).”

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Self-Determination

● National Association of Social Workers
(NASW) code of ethics places
self-determination as a priority as a critical
professional value.

● Self-Determination is a person’s right to
determine his/her own life plan without
interference.

● The value of self-determination is important in
the human service profession.

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Self Determination

● It is challenging to follow in practice, especially
working with involuntary clients.

● It can be violated by manipulation as well as
overtly coercive methods. Manipulation should
be avoided.

● Remember…no one is value free. Our values are
shaped by many influences: families, friends,
school, church, the workplace, our social class,
ethnicity, and gender.

●

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Value Dilemmas

•Let’s think about different issues that may
cause value dilemmas in a Human Service
professional:
–Abortion
–Euthanasia
–Spanking
–Child Neglect
–Methadone Clinics
–Racism
–Sex Education

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Chapter 4 Helping Skills &

Strategies

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Generalist Practice Model

Theoretical approach that
uses basic skills and
capacities that can be used
with a broad range of
clients and client systems.

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Human Service Professional Must

know:

● Informed Consent – “disclosing to clients the nature and risks of the
counseling relationship prior to their engaging in these services.”

● Confidentiality – “based on the premise that for trust to develop in
the counseling relationship, clients must be assured that they have a
safe place to discuss their most private thoughts, feelings, and
experiences.”

● Mandated Clients – “those clients who are required by some legal
requirement to seek mental health treatment.”

● Duty to Warn – “When clients pose a danger to themselves or others,
a counselor has a duty-to-warn and a duty-to-protect”

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Tarasoff v. Regents of the

university of California (1976)

“Duty-to-warn laws have been greatly influenced by a tragic event that
occurred on the University of California, Berkeley, campus when a student
disclosed his intent to kill his girlfriend to a campus psychologist. Although
the psychologist informed various individuals, including his supervisor and
campus police, he did not inform the intended victim or her family. The
client later killed the girlfriend, and the family of the victim sued the
university based on the psychologist’s failure to warn the victim. The case,
Tarasoff v. Regents of the University of California, resulted in two decisions
by the California Supreme Court in 1974 and 1976 (Tarasoff I and II,
respectively). Tarasoff I found that a therapist has a duty to use reasonable
care to give threatened persons a warning to prevent foreseeable danger.
Tarasoff II was more specific in referencing the therapist’s duty and
obligation to warn intended victims, if necessary, to protect them from
serious danger of violence. Virtually every state in the nation now uses the
Tarasoff decisions as a foundation for duty-to-warn laws”

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Class Discussion

“Watch this video on the case
involving James Holmes, the
Colorado theater shooter. Do
you think the psychologist
could have done more? What
actions would professional
ethical and legal obligations
deem appropriate?”

“www.youtube.com/watch?v=p6Bt0
KnGLuo”

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Human Service Professional Must

know (cont’):

● Mandating Reporting – “Human service professionals are mandated
reporters, and as such they are required by federal and state statute
to report all cases of suspected child abuse, maltreatment, and
neglect to the appropriate authorities.”

● HIPPA s – “According to federal legislation called the Health
Insurance Portability and Accountability Act of 1996 or, more
commonly, the HIPAA Privacy Rule, patients have the right to have
their personally identifiable medical and mental health information
remain confidential and protected.”

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Helping Skills

•Helping skills have
traditionally been proven to
be important in building a
positive counseling
relationship.

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Helping Skills

• Listening Skills – requires us to be able to
hear our clients and understand their
issues; good listening does involve talking.

– Hindrances can include our own
baggage, i.e., prejudices, biases, and
unfinished business can block us from
hearing our clients.

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Helping Skills (Cont’)

• Techniques to help be a good listener:
– Calm yourself down
– Stop talking and don’t interrupt
– Don’t jump to conclusions
– Actively listen
– Concentrate on feelings
– Concentrate on content
– Have an open body posture
– Be sensitive to personal space
– Don’t ask questions unless clarifying

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Helping Skills (Cont’)

• 2) Empathy – to perceive the internal frame of
reference of another with accuracy and with
the emotional components and meanings which
pertain thereto as if one were the person, but
without ever losing the “as if” condition
(Rogers, 1959). This is one of the most
important counseling skills. Carkhuff (1969)
states that empathy is expression of a deep
understanding of the pain the client feels as
well as recognizing the complexity of the
situation.

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Helping Skills (Cont’)

• 3) Silence – is a counseling skill helpers use to
allow the clients to reflect on what he or she
has been saying and allows the helper to
process the sessions and to formulate his/her
next response.

• 4) Encouragement/Affirmation – helpers must
be able to see beyond the hurts, the
depression, the anger, and the attitude. HS
professionals need to believe that their clients
have the potential—that they can “do it.”

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Helping Skills (Cont’)

• 5) Questioning can be helping skill uncovering
patterns, gathering information quickly,
inducing self-exploration, challenging the client
to change. There are types of questions:
– Open vs. Closed
– Tentative (ex. I’m wondering, I would guess)
– Solution-Focused (future oriented)
– Why (not recommended)

•

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Helping Skills (Cont’)

• 6) Self-Disclosure is when the helper reveals
something about himself/herself “verbally,
nonverbally, on purpose, by accident, wittingly,
or unwittingly…” (Bloomgarden & Mennuti,
2009, p.8). “A general rule if it feels good to
self-disclose don’t.”

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Professional vs. Social Helping Relationship –
Setting Boundaries

Professional Roles Social Roles
• Limited
• Clear Focus
• Specific role
• Disciplined
• Built on

Acceptance

• Varies
• Multiple Purpose
• Fluid
• Relatively free
• Not built on

acceptance

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Case Management

“Case management is defined as the coordination of
services and advocacy for clients and involves human
service professionals working with other professionals to
coordinate an array of services for the client that
diminishes fragmentation and service gaps (Barker,
2003).”

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•”The human services profession is
grounded in the notion that people
are a part of larger systems and that
to truly understand the individual
one must understand the broader
system this individual is operating
within (e.g., ecological systems
theory, person-in-environment).”

Effecting Change at Macro Level

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Person-in-environment (PIE)

This approach is often
used as a basic orientation
in practice because it
encourages practitioners
to evaluate individuals
within the context of their
environment. Start at the
micro level.

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“Before beginning any discussion on social
advocacy efforts on a macro level it is
important to identify populations that are
often the target of marginalization, social
injustice, oppression, and human rights
violations. In essence, an at-risk population
can include any group of individuals who are
vulnerable to exploitation due to lifestyle, lack
of political power, financial resources, and
societal advocacy and support, and generally,
lack of a powerful voice in society.”

Marginalization Populations

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Knowledge

Skills

Attitudes/Values

Pyramid Model

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Pyramid Model
• Professionals in every field require a

combination of attitudes and values, skills,
and knowledge, a constellation that has been
dubbed the “ASK” concept (Schulman, 2008,
Sue).

• Why do you think the pyramid is designed
with the attitudes/values at the base?

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• Stage I – Rapport and Trust Building
• Stage II – Problem Identification
• Stage III – Deepening Understanding & Goal Setting
• Stage IV – Work
• Stage V – Closure

Stages of Helping Relationship

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• Stage I – Rapport and Trust Building
– Helping clients clarify the key issues calling for

change.

– Help clients tell their stories.
– Help clients break through blind spots.
– Help clients choose the right problems to work on.
– Explain all the tools to use

Stages of Helping Relationship (cont’)

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Stages II & III – What Solutions Makes Sense for Client
– Help clients explore and choose possibilities for a

better future.

– Imagining a better future
– Choosing realistic and challenging goals
– Finding incentives that will help with commitment
– Help client explore different tools and apply

– figure out the answer within

Stages of Helping Relationship (cont’)

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Stages IV & V – What Do I Have to do to Get What I
Need or Want:

– Help clients to:
– Visualize that there are many ways to achieving

their goals.

– Different tools can be used

– Putting plan into action
– Re-evaluate goals
– Ending helping relationship

Stages of Helping Relationship (cont’)