Ford Reading;  Ethical Reasoning for Mental Health Professionals:   Ethics is a philosophical discipline concerned with the morality of human behavior with the right and wrong. Theory in Value Some ethical theories present the value in life. Whatever is valued most highly in human life based on its own intrinsic worth is argued to be the greatest good in life. Theory of Obligation- presents arguments that particular behaviors are morally wrong unethical) while certain other behaviors are right and out to be performed under specified circumstances. Ethical duty- the morally prescribed behavior (the right thing to do) (for example: warning people whenever possible to prevent them from being harmed example, when you see someone about to step off the curb into oncoming traffic, you warn them) Normative ethical theory- theory of obligation, it presents the rules of right and wrong and the conduct that apply to everyone (explains WHAT behaviors) Metaethical- it explains where these specifical ethical duties come from (logical thinking, cultural, general forms of humanity_) (explains WHY they aren't ethical) Ethics and Personal Values All people have ethical beliefs, which are guidelines that provide moral direction and organization for their conduct. Their beliefs provide them with a sense of the right thing to do in what particular fashion or situation. ethical values are the underlying beliefs that they ascribe to the general principles that constitute their sense of what is right and wrong, what is good and evil. personal values ethnic and cultural values that were learned as children in the process of socialization as members of their culture. Case example 1.1  a psychologist is working with a  female client who is having trouble deciding a DNR for her father who is ill. He told her what to do there for didnt respect her personal autonomy.   Case Example 1.2 A counselor is contacted by a couple who want her to work with their 17-year-old son. The son is sexually active and the parents want him to stop engaging in sexual activity during the intake session. He says that he enjoys sex and experiences no guilt about his behavior. Despite his parents' objections he has no intention of stopping.

Notes From Class for syllabus:   This is never black and white. We do not want to frame it that way What's the dilemma and what is the trade-off. This doesn't mean that looking and following the code is not always the ethical choice. Ethics in regards to psychedelics or Spiritual bypassing (1/2 an hour per person (3 people per group 1.5 hours)

Class notes: We use ethics in a lot of different ways what is an ethical trade-off?   Autonomy- is the principle that addresses respect for independence, and self-determination. The essence of this principle is allowing and individuals the freedom and choice of action. Justice- treating equals equally and unequal unequally but in proportion to their relevant difference. Beneficence- reflects on the counselor's responsibility to contribute to the welfare of the client. Nonmaleficence- is the concept of non causing harm to others. "Above all do no harm" Fidelity- involves the novice.   Ethical Decision-Making Model 1. Identifying the problem- Gather as much information as you can that will illuminate the situation. important to be as specific and objective as possible 2. ACA Code of Ethics 3, Determine the nature and dimension of the dilemma 4. Generate potential courses of actions 5. Consider the potential consequences of all options 6. Evaluate the selected course of action Justice Publicity Universality 7. Implement the course of action   ACA CODE: -Informed consent in the counseling Relationship: An informed consent document includes: 1.Some description of the therapeutic office -Cost -About the therapist -Cancelation policy - The length of time given per session -General exceptions to confidentiality -Tape-record or record session -Type of Information Needed

Notes Wolf Article   Case study: 17 years old, What would you doing this scenario:   Public School Educators: -how do counselors address spirituality within the confines of the First Amendment, spiritually comes up indirectly or directly.  -It is unethical for school counselors to advocate for their personal spiritual beliefs.  "refrains from consciously encouraging the counselor's acceptance of values... and beliefs that represent the counselor's personal orientation. -addressing spirituality can be found in history and social science teachers. -history teachers have long faced the problem because of human history when speaking about religion and spirituality. -two recommendations as far as how to handle this in school counseling.     1. teaching religions should emphasize the importance of tolerance respect and mutual understanding 2. teaching about religions should be descriptive nonconfessional and conducted in an environment free of advocacy.   -instruct and inform objectively and neutrally -knowing a basic understanding of the law spirituality and religion     multicultural considerations: -Counselors are obligated to learn about the diverse populations within rural and ethnic populations. -The standard of understanding students' ethical thinking and perspectives are influenced b their own sense of spirituality. it tends to present challenges when school counselors assist students from different cultural/ethnic and spiritualities. intently learning about the obvious differences is culture is not enough.   Options for COUNSELING THEORY: integrating spirituality into their counseling theory and practices:   Choice theory and Reality Therapy can incorporate spirituality into their interactions with students by helping them identify their core human needs (LOVE BELONGING POWER FREEDOM FUN SURVIVAL) Maslow, underscored the importance of people meeting their needs describing them as a hierarchy.   1) people must fulfill their shortcomings within their needs (survival safety belonging and self-esteem) 2) after these needs are met, people can begin to meet their growth as people. (intellectual achievement, aesthetic appreciation, and self-actualization. 3) from {person centered theory)  beliefs of people having worth and dignity and can make their own decisions and select their own values.     FALLIBILITY AND SPIRITUALITY: We are all human and there is a common theme found in literature in music. synonyms with a person's fundamental weakness using students' mistakes as an avenue to understand their spirituality and further their personal development, without associating the client's personal worth with their own success and failures.     COUNSELING GUIDELINES: Inventory of counselors' own spirituality. example: how would you handle a 17-year-old who comes into your office wanting to know all the options available to her without integrating your beliefs?   Referring to the student when discussing spiritual issues can be better explained through a knowledgeable person a pastoral counselor not affiliated with the school to address spiritual concerns.  because it's so difficult to maintain a neutral stance on spirituality, you need to make sure you ask yourself if the focus on the session if you are focusing on the student's spirituality. if you answer no, you need to redirect the conversation back to the student's own beliefs, and how they interpret things, how they influence what is being explored. the other experience might be that a student asked for advice from the client. School counselors should decline to answer and redirect the question back to their own ethics and spirituality of the student. example: I appreciate that you are asking me for advice, but your decision must be made with your own values and spirituality, not mine. Tell me a bit more about what is important for you? Use this to educate the student on why you cant give spiritual direction, if this is not explained the class of response will send the wrong message. safe topics include universal human ethics that are across many religions such as ideals, kindness love forgiveness treating others as you would want to be treated. ask yourself "what are my beliefs and how do they influence MC both as a person and as a school counselor?"                 -

Past abuse/ we are not police officers, we don't care if the client is shoplifting we only care about HARM (psychological, physically to other) intent to harm/