By James C. Raines, Nic T. Dibble
Moral predicaments are endemic for psychological future health execs operating in a number atmosphere like faculties. New interventions, evolving applied sciences, and a patchwork of moral guidance and felony codes create a continuing circulate of latest moral dilemmas. fast solutions and easy strategies are infrequent, yet with the seven-stage version awarded the following, readers will learn how to observe a moral decision-making technique that minimizes their legal responsibility whereas greater maintaining their scholars. starting with an advent to the ethical, felony, and medical foundations that undergird moral perform, the authors define a moral decision-making approach to deal with conundrums that comes with seven significant steps: be aware of your self, learn the issue, search session, determine classes of motion, deal with the scientific matters, enact the choice, and contemplate the method. every one bankruptcy describes those steps intimately, offers case examples to demonstrate their program, and provides workouts that inspire readers to combine them into their daily perform. this useful consultant is written for the college social staff, institution psychologists, university nurses, and faculty counselors who're answerable for performing of their scholars' most sensible pursuits, in addition to post-secondary scholars learning to go into this kind of professions. it is going to be a relied on source for college prone pros looking transparent yet nuanced assistance in resolving thorny moral concerns.
Read or Download Ethical Decision Making in School Mental Health (Oxford Workshop Series) PDF
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Additional resources for Ethical Decision Making in School Mental Health (Oxford Workshop Series)
Sample text
As Boland-Prom and Anderson (2005) state, it is vital for ethical practitioners to recognize “countertransference based distortions in professional perspective” (p. 498). , parents). In their survey of psychologists, it ranked a close second behind confidentiality issues. About a fifteen years ago, Raines (1996a) wrote a seminal article on how practitioners could categorize their reactions to clients along two dimensions and communicate them in a helpful way (Bridges, 2001; Satterly, 2006; Strean, 2001).
Eighteen-year-old Jill kept her sexual orientation in the closet. Sexually abused as a young girl by her drug-addicted mother’s series of paramours, she was removed from her mother and put up for adoption. She was eventually adopted by an evangelical Christian family that truly loved her and enrolled her in a Christian school. Jill became a “born again” Christian and loved singing in the choir and reading her Bible, but she just could not shake her attraction to other girls. Her previous counselor had recommended she attend a public school, where she could quietly join a gay-lesbian support group without the knowledge of her adoptive parents.
Obviously none of us have 20-20 foresight, but the ethical codes do expect us to exercise prudent care. For example, the APA (2002) Principles clarify that “the term reasonable means the prevailing professional judgment of psychologists engaged in similar activities in similar circumstances given the knowledge the psychologist had or should have had at the time” (p. 2, emphasis added). Second, practitioners must balance what is best for the client versus the client’s right to self-determination.
