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Client Relationships and Ethical Boundaries for Social Workers in Child Welfare - mob-con.info

If you haven't read my previous articles on biblical dating, you'll be helped in and then I'll suggest a positive role for friendship among singles in the this man as her husband — the status quo of “just really good friends but. A majority believed dual role behaviors to be unethical under most conditions; 10 factors (therapist gender, profession, age, experience, marital status, region of exceptional boundary alterations initiated by the client and accepted by the. Client Relationships and Ethical Boundaries for Social Workers in Child Welfare Inside our respective roles and responsibilities, to move a client forward, we.

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  • Client Relationships and Ethical Boundaries for Social Workers in Child Welfare

First, the significant gender difference i. Second, the data suggest that male therapists tend to engage in nonsexual dual relationships more with female clients than with male clients. Third, these trends hold for psychologists, psychiatrists, and clinical social workers. Implications for Education and Training Graduate training programs, internships, teaching hospitals and clinics, organizations providing continuing education, and other providers of formal and informal learning opportunities can, through careful attention to program planning and evaluation, help to increase sensitivity to those dual relationships that are unethical and potentially harmful and to ethical issues more generally.

The following 10 steps may be useful to help to ensure that clinicians do not collude in a process of denial regarding particular ethical issues and of tolerating and enabling the perpetuation of exploitive and clinically harmful behavior. A reading list of published studies and reviews of the consequences of sexualized dual relationships with clients before and after termination, for example, might include works by Durre ; Bouhoutsos, Holroyd, Lerman, Forer, and Greenberg ; Feldman-Summers and Jones ; Vinson ; Sonne, Meyer, Borys, and Marhsall ; Pope and Bouhoutsos ; Brown ; Gabbard and Pope ; and Pope Educators may find useful the data and review of published resources concerning dual relationships provided by the Ethics Committee of the American Psychological Association When organizations fail to check faculty or staff applicants' history of ethics, licensing, or malpractice complaints and, as a result, those who have a clear and uncontested record of serious ethical violations that have resulted in significant harm to patients are hired and promoted as teachers or supervisors, what message is being sent to students, practicing clinicians, and the public Pope, c?

For example, is it acceptable for a student to be a therapy patient of, a business partner of, or engaging in sex with that student's current classroom professor in one or more courses, clinical supervisor, departmental chair, or program director? Educators, students, and supervisees need and deserve an honest and unambiguous statement of the ethical and clinical values expressed and supported by the organization, and clear guidelines regarding any relationships that the institution finds unacceptable.

For example, if clearly unethical, illegal, or clinically destructive activities come to the attention of a program director, he or she might experience a human and very understandable impulse to minimize the damage e. This impulse may be in genuine or apparent conflict with a desire to investigate thoroughly and objectively and to ensure that all matters are adequately addressed rather than hastily and superficially dispensed with.

A negligent, cursory, or trivializing approach to violations involving unacceptable sexual or nonsexual dual relationships may place numerous future patients at risk for serious harm and can send a clear message that ethical values are not taken seriously. Published resources, such as the classic article "The Psychologist as Whistle Blower" Simon,can help to uncover ways in which systems discourage accountability and promote indifference to or complicity with unethical and clinically destructive behavior.

Beginning and seasoned clinicians may feel sexually aroused by or attracted to a client or a clinical supervisee Pope et al.

Dual Relationships

Students are unlikely to disclose their genuine impulses if they infer that discussing one's sexual impulses may be reflexively labeled "seductive" and may serve as the basis for a teacher's advances or departmental gossip, that disclosing an enthusiastic love of money will result in a less-than-glowing letter of recommendation, and that revealing an embarrassing reluctance to disappoint people may be diagnosed as a pathognomonic sign that one needs to make a different career choice.

First-person accounts by clients who have experienced sexualized dual relationships are provided in published works by Freeman and RoyPlaisilWalker and Youngand Bates and Brodsky Actual or fictionalized scenarios of various forms of nonsexual dual relationships have been presented by Hall and Hare-MustinKeith-Spiegel and Koocherand the American Psychological Association A disproportionately large percentage of male professionals approve of and engage in a range of certain nonsexual and sexual dual relationships.

A disproportionately large proportion of female clients and students are the recipients of such behavior. Why is behavior such as therapist-patient sexual involvements that appears to systematically discriminate against women allowed to continue in psychology, psychiatry, and social work?

To what extent, if at all, does it express and perpetuate not only unacknowledged and unjustifiable assumptions about women but also other forms of gender discrimination? Whom does it benefit? Does the fact it is predomionately though not exclusively men who engage in sexual and nonsexual dual relationships in the role of therapist and educator and it is predomonately though not exclusively women who experience sexual and nonsexual dual relationships in the role of patient and student play any role in the professions' allocation of attention and resources to the topic, to the evaluation of harm resulting from such relationships, or to the number and degree of seriousness of any efforts at prevention Pope, ?

The age of clients may also be an important variable to acknowledge. Conclusion Pope et al. Above all, do no harm. Practice only with competence. Treat people with respect for their dignity as human beings. Act, except in the most extreme instances, only after obtaining informed consent. Practice, insofar as possible, within the framework of social equity and justice.

The behaviors providing the focus of our study seem related to Principle 3: Their comments regarding steps that they had taken to reduce social isolation and other stresses demonstrated that they recognized how crucial it is to avoid using clients to meet their own needs--social, sexual, professional, or financial--through dual relationships that were exploitive and to avoid discounting or justifying the process as necessary, inevitable, or helpful to clients.

The ways in which they had sought out other, more adaptive arrangements to meet their needs reflect thoughtfulness, resourcefulness, and creativity in maintaining ethical behavior and avoiding the denial, rationalization, or perpetuation of harmful and exploitive behaviors.

References American Psychological Association Ethical principles of psychologists. American Psychologist, 36, American Psychological Association Casebook on the Ethical Principles of Psychologists. Therapist-patient sexual intimacy involving children and adolescents.

American Psychologist, 44, Sex in the therapy hour. Sexual intimacy between psychotherapists and patients. Research and Practice, 14, Harmful effects of posttermination sexual and romantic relationships with former clients.

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Comparing romantic and therapeutic relationships. Psychological perspectives on the nature and experience of romantic love pp.

Ethics Committee of the American Psychological Association Trends in ethics cases, common pitfalls, and published resources. American Psychologist, 43, Ethics updateDecember. APA Monitor, 19, Psychological impacts of sexual contact between therapists or other health care professionals and their clients. Journal of Consulting and Clinical Psychology, 52, Sexual exploitation in professional relationships.

Sexual involvements after termination: Clinical, ethical, and legal aspects. Results of a national survey, I: American Journal of Psychiatry, Sexual contact between social workers and their clients. A survey of sexual contact and advances between psychology educators and female graduate students. American Psychologist, 41, Sanctions and the diversity of complaints against psychologists.

American Psychologist, 28, Psychologists' attitudes and practices regarding erotic and nonerotic physical contact with clients. American Psychologist, 32, Professional standards and cases. Random House Marmor, J.

Going slowly in making any decisions about a relationship are more likely to be better ones than moving quickly unless it is clear that the relationship is not a good fit. Both halves of a couple will notice weaknesses and differences or flaws. Some of those perpetual issues or differences such as free-spending or frugal, neat and orderly or sloppy and disorganized, interested in lots of time together or more involved in outside activities begin to emerge.

Respecting Boundaries — The Don’ts of Dual

At this stage of the relationship, couples will take note of the differences and may even begin to complain or attempt to problem-solve. As intimacy develops between the two people, more self-disclosure emerges, both verbally and nonverbally as couples act in ways that are more like how they are in their daily life. This is when the big question emerges even more strongly: Pushing for an answer; however, may cause real problems in the relationship. Each person needs to listen to their own inner voice and wisdom.

There is no need to rush through this important stage and every reason to go slowly. Open and honest conversations should be happening as couples plan their present and future together. Questions about children, finances, careers, future goals and lifestyle should be discussed more fully.

Differences are normal and couples will learn about themselves and their relationship as they note how they handle these differences with each other.