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Ethics War > Section 2 > Flashcards

Section 2 Flashcards

1
Q

What is Fidelity?

S2: Theme 2

A

Be loyal

Make and KEEP promises

Build Trust

Transparency

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2
Q

What is role fidelity?

S2: Theme 2

A

Complete tasks that you are qualified/competent to; delegate those that you are not qualified/competent for

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3
Q

What is veracity?

S2: Theme 2

A

Be truthful

Accuracy

Honesty

No lying/cheating

Admit mistakes

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4
Q

What is autonomy?

S2: Theme 2

A

Honour right to self determination

Freedom of client to choose their own direction/follow own path without coercion

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5
Q

What is justice?

S2: Theme 2

A

Be Fair

Practice equality regardless of age, sex, culture, race, etc

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6
Q

What is beneficence?

S2: Theme 2

A

DO GOOD FOR OTHERS

Respect dignity of clients

Promote

Act of prevent harm and promote well being

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7
Q

What does Do No Harm mean?

S2: Theme 2

A

Do not physically/emotionally hurt clients

Avoid PERCEIVED risk of harm

DO not subject other to undue risk of harm

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8
Q

What are the steps to the Ethical Practice Model for Protecting Confidentiality Rights?

(S2: Theme 2)

A
  1. Prepare (understand laws, rights, etc)
  2. Tell clients the truth up front (informed consent)
  3. Obtain truly informed consent to disclose voluntarily
  4. Respond ethically to legally imposed disclose situations
  5. Avoid the avoidable breaches of confidentiality
  6. Talk about confidentiality
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9
Q

What is the difference between values, ethics, and morality? (Course pack: Volume 1, Section 2, p. 37 & 47).

A

Values refers to the attitudes and beliefs that provided direction to everyday living. Ethics refers to the beliefs we hold about what constitutes right conduct (ethics are moral principles, the maximum ideal standards, and are enforced by professional associations). Morality refers to right and proper conduct and has a basis of some broader cultural context or religious standard.

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10
Q

What are community standards? What is another term for community standards? (Course pack: Volume 1, Section 2, p. 37).

A

Community standards are also referred to as “mores,” Community standards define what is considered reasonable behaviour and they vary on interdisciplinary, theoretical, and geographical bases. Community standards often become the ultimate LEGAL criteria for determining whether practitioners are liable for damages.

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11
Q

What is the difference between mandatory ethics and aspirational ethics? (Course pack: Volume 1, Section 2, p. 37-38, and 47).

A

Mandatory ethics are based on complying with the minimal standards. Aspirational ethics are based on the highest standards of thinking and conduct (counsellors go above and beyond the current ethical code).

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12
Q

What is the best way to maintain a clear ethical position? (Course pack: Volume 1, Section 2, p. 38).

A

To focus on your client’s best interests. Client’s needs are best met when practitioners monitor their own ethics.

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13
Q

What is the difference between principle ethics and virtue ethics? (Course pack: Volume 1, Section 2, p. 39-40 and 47).

A

Principle ethics: focuses on a set of obligations; practitioners are focused on solving a dilemma/problem or guiding future ethical practice.
Virtue ethics: focuses on the character traits of the counsellor and non-obligatory ideals; practitioners are motivated by a belief that being caring is the right thing to do (and to do what is best for your client).

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14
Q

What are 5 characteristics of virtuous professionals (which is viewed as being at the heart of virtue ethics)? (Course pack: Volume 1, Section 2, p. 40).

A
  1. Motivated to do what is right because they judge it to be right (rather than feeling obligated to do what is right).
  2. Rely on vision and discernment, involving sensitivity, judgement, and understanding.
  3. Compassionate and sensitive to the suffering of others.
  4. Self-awareness.
  5. Connected with and understand the mores of their community.
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15
Q

What 5 questions can be asked to guide virtue-based ethical decisions? (Course pack: Volume 1, Section 2, p. 40).

A
  1. What emotions/intuition am I aware of? What are they telling me to do?
  2. How can my values best show caring for the client in this situation?
  3. How will my decision affect other relevant individuals in this ethical dilemma?
  4. What decision would I feel best about publicizing?
  5. What decision would best define who I am as a person?
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16
Q

What are the four core virtues of making appropriate ethical decisions? (Course pack: Volume 1, Section 2, p. 40).

A

Prudence, integrity, respectfulness, and benevolence.

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17
Q

What are the 6 basic moral principles to guide decision making? (Course pack: Volume 1, Section 2, p. 42).

A
  1. Autonomy (promote self-determination/freedom of clients to be self-governing)
  2. Nonmaleficence (avoiding doing harm)
  3. Beneficence (doing good for others)
  4. Justice (be fair by giving equally to others)
  5. Fidelity (make realistic commitments and keep these promises; trust)
  6. Veracity (truthfulness and honesty)
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18
Q

A 7th basic moral principle is often added to the list. What is the 7th principle? (Course pack: Volume 1, Section 2, p. 45).

A

Self-care

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19
Q

What is role fidelity? (Course pack: Volume 1, Section 2, p. 51).

A

Disclosing the tasks you are competent in, while identifying the tasks you are not competent in.

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20
Q

In relation to the moral principle, “nonmaleficence” or “do no harm,” what is the “double effect?” (Course pack: Volume 1, Section 2, p. 52).

A

The double effect refers to acting morally when some of the effects will be harmful.

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21
Q

The right use of power and influence is considered the biggest container for ethics. It also views ethics as soul work. According to this framework, ethical behaviour requires what? (Course pack: Volume 1, Section 2, p. 57).

A

A high level of consciousness development and understanding of both harm and empowerment.

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22
Q

The fundamental shift in ethics brings together _______ and ______. (Course pack: Volume 1, Section 2, p. 59).

A

Power and heart.

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23
Q

What are the four “right use of power dimensions?”(Course pack: Volume 1, Section 2, p. 61).

A

Be skillful, be informed, be compassionate, be connected.

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24
Q

What is the power spiral? (Course pack: Volume 1, Section 2, p. 62).

A

A visual model for practicing the right use of power in a multi-layered continuum.

25
Q

What is the difference between power and influence? (Course pack: Volume 1, Section 2, p. 62).

A

Power is the ability to have an effect. Influence is how we interact with others to make changes and have an effect.

26
Q

What is the difference between role power and personal power? (Course pack: Volume 1, Section 2, p. 62).

A

Role power is the increased power that accompanies a professional role (which is called the power differential). Personal power is the generative capacity to use our gifts and make our intentions real.

27
Q

How would you explain the Right Use of Power? (Course pack: Volume 1, Section 2, p. 62).

A

The use of personal and role power to prevent, reduce, and repair harm; in addition, to promote well-being for all.

28
Q

The Right Use of Power is described as the heart of ethics. There are 6 foundational values that make up the Right Use of Power approach. What are these foundational values? (Course pack: Volume 1, Section 2, p. 63-64).

A
  1. Aspirational (social engagement system)
  2. Relational (how we treat others|)
  3. Heartful (empathy and compassion)
  4. Reparational (resolution, relationship repair, and self-correction)
  5. Pro-active (by exploring our ethical edges, taking care of ourselves, and asking/using feedback, we will become more sensitive)
  6. Experiential (remember and learn more from our experiences).
29
Q

Why is it important for counsellors to demonstrate a high level of self-awareness? (Course pack: Volume 1, Section 2, p. 71).

A

Professionals who work intimately with others have a responsibility to be committed to awareness of their own life issues. Without this awareness, the progress of their clients could be hindered (as the focus that should be on the client may shift to the inadequacies of the counsellor).

30
Q

What are the two areas counsellors should examine if they are entering the helping profession? (Course pack: Volume 1, Section 2, p. 71).

A

Personal needs and unresolved conflicts (side note: this is important because when counsellors are focusing on their own personal needs/unresolved conflicts, the progress of therapy will suffer).

31
Q

Why might it be important for counsellors to have their own therapist? (Course pack: Volume 1, Section 2, p. 73 and 76).

A
  • Can increase self-awareness (including awareness of personal needs).
  • Can help overcome unresolved conflicts, which can increase the counsellor’s availability to the client (which will help the progress of therapy).
  • Can also help with managing countertransference and transference.
  • Can help examine your motivation for becoming a counsellor, how your needs influence your actions, how you use power in your life, and what your values are (all of which can impact your counselling sessions with clients).
32
Q

What is experiential learning? (Course pack: Volume 1, Section 2, p. 74).

A

A basic component of many counselling programs where students are provided with the opportunity to share their values, life experiences, and personal concerns in a peer group.

33
Q

What is the difference between transference and countertransference? (Course pack: Volume 1, Section 2, p. 78).

A

Transference refers to the client’s reactions to the therapist, whereas countertransference refers to the therapist’s reactions to the client.

These concepts typically involve some type of projection.

34
Q

What are the 8 manifestations of countertransference? (Course pack: Volume 1, Section 2, p. 80-82).

A
  1. Being overprotective with a client.
  2. Treating clients in benign ways.
  3. Rejecting a client.
  4. Needing constant reinforcement and approval.
  5. Seeing yourself in your clients.
  6. Developing sexual or romantic feelings toward a client.
  7. Giving advice.
  8. Developing a social relationship with clients.
35
Q

What are 3 ways to effectively manage countertransference reactions? (Course pack: Volume 1, Section 2, p. 83).

A
  1. Countertransference can be beneficial if the therapist monitors their feelings and if they use their responses as a source for understanding clients/helping clients understand themselves.
  2. Therapists who are self-understanding and establish appropriate boundaries with clients are more effective in using and managing their countertransference reactions.
  3. Personal therapy and clinical supervisors can help manage countertransference.
36
Q

When does countertransference reactions become problematic and an ethical issue? (Course pack: Volume 1, Section 2, p. 83).

A

When the therapist does not recognize, monitor, or manage their countertransference reactions. For instance, destructive countertransference may occur when the counsellor’s own needs or unresolved personal conflicts become entangled in the therapeutic relationship, which will interfere with objectivity.

37
Q

What is bracketing? (Course pack: Volume 1, Section 2, p. 91).

A

When counsellor’s have the ability to manage their personal values so that they do not contaminate the counselling process.

38
Q

What does value imposition refer to? Why is it an ethical concern? (Course pack: Volume 1, Section 2, p. 93).

A

Value imposition refers to counsellors directly attempting to influence a client to adopt their values, attitudes, beliefs, and behaviours. This is an ethical concern because the counselling process is meant to help clients discover their own resources for dealing with problems, and by emphasizing their own values to help achieve their own goals. Clients and counsellors may have different values; thus, the values, attitudes, and beliefs of the client should be respected (as counselling is not about the counsellor’s values, it is about the client’s values).

39
Q

When there is a value conflict, should the counsellor refer the client to another counsellor? Why or why not? (Course pack: Volume 1, Section 2, p. 93-94).

A

When there is a value conflict between the client and counsellor, a referral is not required. Before referring, counsellors should explore why they may be experiencing difficulties relating to the value conflict. Referring a client because of a value conflict could potentially cause harm. For instance, the client may interpret this as a rejection. Furthermore, counselling is about working with clients from their value system, not the counsellor’s.

40
Q

When should a referral be considered? (Course pack: Volume 1, Section 2, p. 94).

A

A referral should only be considered when the counsellor lacks the competence/skills to deal with the presenting concerns of the client. If the counsellor is having a difficult time maintaining objectivity regarding a value conflict, it is the counsellor’s responsibility to seek supervision and consultation.

41
Q

What does discriminatory referrals refer to? (Course pack: Volume 1, Section 2, p. 94).

A

Discriminatory referrals typically occur when a counsellor makes a referral for a client when they do not feel comfortable working with the client because there is a value conflict (and in these cases, it is not typically because the counsellor lack competence/skills in working with the client). For example, some counsellors may refer clients who come from a different religious or cultural background, or clients who have different sexual orientations (usually out of discomfort relating to their own personal values). This practice is considered inappropriate, unethical, and as an act of discrimination. Refusing to see clients who come from a different background (especially when the counsellor is competent to work with this client) is considered an ethical violation.

42
Q

Why is it important for counsellors to have a deep understanding of their own values? (Course pack: Volume 1, Section 2, p. 99).

A

When counsellors have a deep awareness and feel secure in their own values, they are less likely to feel threatened by listening and understanding clients who have different values. Being open to the values of others can help enhance one’s ability to work with a diverse range of clients. Also, this is the counsellor’s job - to be objective and to avoid value imposition! This will come with more ease if the counsellor demonstrates awareness of their own values.

43
Q

Why might it be important for a counsellor to be aware and understand their own spiritual/religious attitudes, beliefs, values, and experiences? (Course pack: Volume 1, Section 2, p. 99).

A

This will help counsellors facilitate an exploration of these issues with clients - especially if this is an important area for the client! By including religion/spirituality in the counselling session (on the client’s own accord), this will help the counsellor become a more culturally competent counsellor.

44
Q

Who should be the most important person in the counselling room? (Course pack: Volume 1, Section 2, p. 123).

A

THE CLIENT!

45
Q

According to Meara et al….

What are the 4 core virtues?

p.40 course pack

A

Prudence
Integrity
Respectfulness
Benevolence

46
Q

According to Meara et al….

What are the 5 traits of virtuous people?

p.40 course pack

A
  1. Do what’s right because it’s right
  2. Rely on discernment, sensitivity, judgment, understanding
  3. Compassion
  4. Self-Awareness
  5. Understand the mores of community
47
Q

What are 5 questions to ask when making VIRTUE based ethical decisions?

p.40 course pack

A
  1. What are my emotions telling me?
  2. How can my values show caring for the client in this situation?
  3. How will my decision affect other individuals in this dilemma?
  4. What decision would I feel best about publicizing?
  5. What decision would best define me as a person?
48
Q

Virtue Ethics

p.39 course pack

A

Be a VIRTUOUS person

Focus on character traits of a counsellor and optional ideals the counsellor may aspire to.
Requires one to be ethically conscious even when not facing a dilemma.
Answers: “Am I doing what is best for my client?”

49
Q

Principle Ethics

p.39 course pack

A

Set of obligations and method that focuses on moral issues with the goals of solving a dilemma and making a framework to guide future ethical thinking.
Answers: “What shall I do?”

50
Q

Welfel’s Model

p.38 course pack

A

Suggests taking minor ethical violations super seriously and taking action to repair them. This demonstrates commitment to benefiting humans, and requires constant monitoring of yourself

51
Q

Aspirational Ethics

p.38 course pack

A

The HIGHEST standard of thinking and conduct professionals seek.
Requires an understanding of the purpose and spirit behind the code, and the principles it is based on.
Requires reflection on how your interventions affect the well being of clients.

52
Q

Mandatory Ethics

p.37 course pack

A

A level of ethical functioning wherein counsellors act in compliance with MINIMAL STANDARDS

53
Q

Reasonableness

p.37 course pack

A

Care that is ordinarily exercised by others practicing within that profession/specialty

54
Q

Community Standards (mores)

p.37 course pack

A

These are often the basis of legal criteria for determining if someone is liable for damages.
These standards are set by the COMMUNITY, and as such may vary based on GEOGRAPHICAL LOCATION. They also vary based on the individuals THEORETICAL ORIENTATION.

55
Q

Morality

p.37 course pack

A

Is concerned with the perspectives of right and wrong in regards to conduct and involves an evaluation of behaviour based on broad, cultural or religious standard

56
Q

Ethics

p.37 course pack

A

The beliefs we hold about what constitutes right conduct

They are moral principles adopted by an individual or group

57
Q

Values

p.37 course pack

A

Beliefs and attitudes that provide direction to everyday living

58
Q

Using the Right Use of Power, what are some of the things asked of us as healers and human beings?

p. 57

A
  • ongoing spiritual work
  • ability to be authentic
  • humility to know and take responsibilities for our mistakes
  • level of transcendence to put our own needs aside in order to be of service
  • ability to foster independence
  • use personal strengths as resources/minimize impact of our vulnerabilities
  • being in presence of suffering without dissociating, or getting overhwlemed
  • wilingness to use power and influence

Ethics War (25 decks)

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