Transcript ETHICAL ISSUES IN CAREER DEVELOPMENT

ETHICAL ISSUES IN CAREER
DEVELOPMENT INTERVENTIONS
Career Development Interventions in the 21st
Century
4th Edition
Spencer G. Niles and JoAnn Harris-Bowlsbey
Prepared By
Jennifer Del Corso
Classifying Practitioner Behavior
Ethical and Legal
Unethical and Legal
Ethical and Illegal
Unethical and Illegal
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Niles/Harris-Bowlsbey. Career Development Interventions in the 21st Century, 4e.
© 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved
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Relevant Ethical Codes for Career Practitioners
American Counseling Association (ACA)
National Career Development Association (NCDA)
American Psychological Association (APA)
International Association of Educational and Vocational
Guidance (IAEVG)
National Board for Certified Counselors (NBCC)
Niles/Harris-Bowlsbey. Career Development Interventions in the 21st Century, 4e.
© 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved
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Ethical “Rules of Thumb”
Dual relationships with the potential to exploit client trust and
vulnerability are unethical.
Consult with professional colleagues who understand career
interventions when unsure about how to resolve a dilemma.
Be aware of client’s values and those imbedded in career
intervention models.
Niles/Harris-Bowlsbey. Career Development Interventions in the 21st Century, 4e.
© 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved
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Ethical Dilemmas vs. Moral Temptations
Kidder (1995) contends that an ethical dilemma occurs only
in instances when there are competing “rights” or there is a
struggle to determine the “least bad” course of action.
The struggle between right and wrong is seen as a moral
temptation.
A code of ethics cannot guarantee ethical behavior.
Moreover, a code of ethics cannot resolve all ethical issues
confronting career practitioners.
Niles/Harris-Bowlsbey. Career Development Interventions in the 21st Century, 4e.
© 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved
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Using Principles to Resolve Ethical Decisions
Van Hoose (1986) recommended that counselors use ACA’s
five principles to guide their ethical practice:
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Autonomy
•
Nonmaleficence
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Beneficence
•
Justice
•
Fidelity (Herlify & Corey, 1996, p. 4-5)
Niles/Harris-Bowlsbey. Career Development Interventions in the 21st Century, 4e.
© 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved
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Additional Principles
Beauchamp and Childress (2001) identified additional relevant
principles to guide professional-client relationships:
•
Veracity: Tell the truth and do not lie or deceive others.
•
Privacy: Allow individuals to limit access to information
about themselves.
•
Confidentiality: Allow individuals to control access to
information they have shared.
Niles/Harris-Bowlsbey. Career Development Interventions in the 21st Century, 4e.
© 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved
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Virtue Ethics
Corey and Herily (2006) offer six virtue ethics to consider:
•
discernment or prudence,
•
respectfulness,
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integrity,
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self-awareness,
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acknowledgement of emotions,
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connectedness with community.
Niles/Harris-Bowlsbey. Career Development Interventions in the 21st Century, 4e.
© 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved
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The Role of Values
Values assumptions underlie all questions (and answers) related to
ethical behavior in career development interventions.
Values are orienting beliefs about what is good for the clients and
how that good should be achieved (Bergin, 1985, p. 99)
The ACA Code of Ethics (2005) requires counselors to be aware of
the client’s values and the values embedded in career development
intervention models
Herr and Niles (1988) stress that counselors need to be cognizant of
the values being propagate at the national level
Niles/Harris-Bowlsbey. Career Development Interventions in the 21st Century, 4e.
© 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved
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Strategies for Minimizing Insensitivity to
Clients’ Values
Become informed about variety of values held in society.
Be aware of your own values.
Present value options to clients in an unbiased manner.
Be committed to client’s freedom of choice.
Niles/Harris-Bowlsbey. Career Development Interventions in the 21st Century, 4e.
© 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved
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Strategies for Minimizing Insensitivity
continued
Respect clients with values that differ from your own.
Consult with others when necessary.
Consider referring clients to another counselor when
substantial moral, religious or political value differences exist.
Niles/Harris-Bowlsbey. Career Development Interventions in the 21st Century, 4e.
© 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved
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Special Ethical Challenges
Are all individual career interventions counseling?
Should those without traditional training and credentials
provide career services?
How should the Internet be used in career development
interventions?
Niles/Harris-Bowlsbey. Career Development Interventions in the 21st Century, 4e.
© 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved
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Reasons for Using the Internet in Career Service
Delivery
(current NCDA guidelines)
To deliver occupational information
To provide online searches of occupational databases for the
purpose of identifying occupational options
To deliver interactive career counseling and career planning
services
To provide online job searches
Niles/Harris-Bowlsbey. Career Development Interventions in the 21st Century, 4e.
© 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved
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Six Sections of NCDA Ethical Standards
Section A - General
Section B - The Counseling Relationship
Section C - Measurement and Evaluation
Section D - Research and Publication
Section E - Consulting
Section F - Private Practice
Niles/Harris-Bowlsbey. Career Development Interventions in the 21st Century, 4e.
© 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved
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Ethical Standards and Ethical Practice for
Career Counselors
Offer only services they are competent to offer.
Respect and value individual differences among clients and
potential clients.
Treat information received from and about clients as owned by
the client and held in trust by the counselor.
Niles/Harris-Bowlsbey. Career Development Interventions in the 21st Century, 4e.
© 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved
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Ethical Standards
continued
Do not engage in any professional relationship in which the
counselor’s objectivity and ability to work for client’s welfare
might be impaired.
Assume professional responsibility for clients and, if unable to
assist, help the client obtain alternative services.
Niles/Harris-Bowlsbey. Career Development Interventions in the 21st Century, 4e.
© 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved
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Ethical Standards
continued
Recognize they have obligations to other members of the
profession and to society to act in responsible ways and to
consider the effects of their behavior on others.
Niles/Harris-Bowlsbey. Career Development Interventions in the 21st Century, 4e.
© 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved
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Using an Ethical Decision-Making Model
Forester-Miller and Davis (1996) provide an ethical decision
making model for professional counselors that can be applied
to career counseling:
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Step 1: Identify the problem
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Step 2: Apply the NCDA Code of Ethics
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Step 3: Determine the nature and dimensions of the
dilemma
Niles/Harris-Bowlsbey. Career Development Interventions in the 21st Century, 4e.
© 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved
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Using an Ethical Decision-Making Model
(Continued)
Step 4: Generate possible courses of action
Step 5: Consider the potential consequences of all options and
choose a course of action
Step 6: Evaluate the selected course of action
Step 7: Implement the course of action selected
Niles/Harris-Bowlsbey. Career Development Interventions in the 21st Century, 4e.
© 2013, 2009, 2005, 2002 by Pearson Education, Inc. All Rights Reserved
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