{"product_id":"becoming-an-ethical-helping-professional-with-video-resource-center-isbn-9781119084969","title":"Becoming an Ethical Helping Professional, with Video Resource Center","description":"\u003cp\u003e\u003cb\u003eAn engaging way to cover ethical choices in counseling settings\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThis guide will take readers on a wide-ranging tour of ethics—covering both the theoretical and practical aspects of providing sound, ethical care. In addition to invaluable information, this book provides access to chapter objectives, candid case studies, stories from both students and counselors, questions for reflection, and student discussion activities.\u003c\/p\u003e \u003cp\u003eCoverage goes beyond a laundry-list approach to rules of conduct, and plumbs the philosophical roots embedded in today's professional codes. Engaging case studies explore how ethical rules and principles apply in various real-world settings and specialties.\u003c\/p\u003e \u003cp\u003eAfter covering ethical philosophies, codes, and standards, \u003ci\u003eBecoming an Ethical Helping Professional\u003c\/i\u003e further discusses:\u003c\/p\u003e \u003cul\u003e \u003cli\u003eThe helping relationship from beginning to end\u003c\/li\u003e \u003cli\u003eConfidentiality and trust\u003c\/li\u003e \u003cli\u003eBoundaries, roles, and limits\u003c\/li\u003e \u003cli\u003eAssessment: peering through the right lens\u003c\/li\u003e \u003cli\u003eResearch, efficacy, and competence\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003eJohn \u0026amp; Rita Sommers-Flanagan have written an exceptional resource that considers both the process and the content of making ethical choices as a counselor or psychotherapist.\u003c\/p\u003e \u003cp\u003eAcknowledgments xvii\u003c\/p\u003e \u003cp\u003eAbout the Authors xix\u003c\/p\u003e \u003cp\u003eAbout the Contributors xxi\u003c\/p\u003e \u003cp\u003ePreface xxiii\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSection One: The Foundation\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eOne Counseling Ethics and the Big Picture 3\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter Orientation 3\u003c\/p\u003e \u003cp\u003eDefining the Terms 4\u003c\/p\u003e \u003cp\u003eEthics and Morals 4\u003c\/p\u003e \u003cp\u003eMorality, Ethics, and Essence 5\u003c\/p\u003e \u003cp\u003eThe Role of Ethics in the Professions 5\u003c\/p\u003e \u003cp\u003eThe Role of Morality in Human Culture 6\u003c\/p\u003e \u003cp\u003eAre There Universal Morals? 9\u003c\/p\u003e \u003cp\u003eTension between Relativism and Absolutism 9\u003c\/p\u003e \u003cp\u003eThe Dialectic of the Moral Life 9\u003c\/p\u003e \u003cp\u003eGlobal Human Rights 11\u003c\/p\u003e \u003cp\u003eMoral Values, Rules, and Principles 12\u003c\/p\u003e \u003cp\u003eProfessional Identity: Power and Peril 13\u003c\/p\u003e \u003cp\u003eAttributes of Professional Helping: Common Ground 14\u003c\/p\u003e \u003cp\u003eProfessional Organizations and Associations 15\u003c\/p\u003e \u003cp\u003eAnd Who Is the Client? 16\u003c\/p\u003e \u003cp\u003eChapter Wrap-Up 19\u003c\/p\u003e \u003cp\u003e\u003cb\u003eTwo Philosophical and Culture: Roots and Prisms 20\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter Orientation 20\u003c\/p\u003e \u003cp\u003eExploring Moral Philosophies 21\u003c\/p\u003e \u003cp\u003eCharacter or Virtue Ethics 24\u003c\/p\u003e \u003cp\u003eDefining Virtue 25\u003c\/p\u003e \u003cp\u003eCharacter Development 26\u003c\/p\u003e \u003cp\u003eThe Golden Mean 26\u003c\/p\u003e \u003cp\u003eRationality, Emotions, and Habits 27\u003c\/p\u003e \u003cp\u003eDoing the Right Thing 27\u003c\/p\u003e \u003cp\u003eCurrent Expressions of Character Ethics 28\u003c\/p\u003e \u003cp\u003eDeontological Ethics 28\u003c\/p\u003e \u003cp\u003eKant and Moral Duties 29\u003c\/p\u003e \u003cp\u003eJohn Rawls and Social Justice 31\u003c\/p\u003e \u003cp\u003eUtilitarian or Consequentialist Ethics 32\u003c\/p\u003e \u003cp\u003eThe Contributions of Jeremy Bentham and John Stuart Mill 33\u003c\/p\u003e \u003cp\u003eCurrent Adherents and Approaches 33\u003c\/p\u003e \u003cp\u003eSituation Ethics 34\u003c\/p\u003e \u003cp\u003eThe Principles Approach 35\u003c\/p\u003e \u003cp\u003eBioethics and Mid-Level Principles 36\u003c\/p\u003e \u003cp\u003eAlternative Cultural Views on Morality and Ethics 37\u003c\/p\u003e \u003cp\u003eReligion’s Interactive Relationship with Ethics 37\u003c\/p\u003e \u003cp\u003eTraditional Asian Ethics 38\u003c\/p\u003e \u003cp\u003eAfrican Ethics 44\u003c\/p\u003e \u003cp\u003eAmerican Indian Ethics 45\u003c\/p\u003e \u003cp\u003eFeminist Ethics and the Ethics of Care 48\u003c\/p\u003e \u003cp\u003eChapter Wrap-Up 51\u003c\/p\u003e \u003cp\u003e\u003cb\u003eThree Ethics Codes, Codes of Conduct, Employer Policies, and the Law 53\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter Orientation 53\u003c\/p\u003e \u003cp\u003eWhy Codes? 54\u003c\/p\u003e \u003cp\u003eRecognizing the Moral Dimensions of Professional Knowledge 54\u003c\/p\u003e \u003cp\u003eLegal Concerns and Fears as a Driving Force 55\u003c\/p\u003e \u003cp\u003eFunctions of the Codes 56\u003c\/p\u003e \u003cp\u003eDistinctions between Codes and Laws 58\u003c\/p\u003e \u003cp\u003ePolicies and Practices 59\u003c\/p\u003e \u003cp\u003ePolicies within Schools and Agencies 59\u003c\/p\u003e \u003cp\u003eStandard of Care or Acceptable Practices 61\u003c\/p\u003e \u003cp\u003eGuidelines, Codes of Behavior, and Mission Statements 61\u003c\/p\u003e \u003cp\u003eMission Statements 62\u003c\/p\u003e \u003cp\u003eEthical Decision-Making Guides 68\u003c\/p\u003e \u003cp\u003eDecisions about Decisions 68\u003c\/p\u003e \u003cp\u003eEthical Considerations in Crisis Counseling 71\u003c\/p\u003e \u003cp\u003eUsing Ethical Principles to Guide Crisis Work 74\u003c\/p\u003e \u003cp\u003eBeneficence 75\u003c\/p\u003e \u003cp\u003eNonmaleficence 76\u003c\/p\u003e \u003cp\u003eJustice 77\u003c\/p\u003e \u003cp\u003eAutonomy 77\u003c\/p\u003e \u003cp\u003eFidelity 78\u003c\/p\u003e \u003cp\u003eChapter Wrap-Up 80\u003c\/p\u003e \u003cp\u003e\u003cb\u003eFour Professional Identity Development: Values and Definitions 81\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter Orientation 81\u003c\/p\u003e \u003cp\u003eThe Intricacies of Helping 82\u003c\/p\u003e \u003cp\u003eWhy People Become Professional Helpers 83\u003c\/p\u003e \u003cp\u003eMotives for Helping and the Golden Mean 83\u003c\/p\u003e \u003cp\u003eThe Intersection of Motivations and Values 85\u003c\/p\u003e \u003cp\u003eWhen Values Contrast in Interesting Ways 90\u003c\/p\u003e \u003cp\u003eWhen Values Clash 90\u003c\/p\u003e \u003cp\u003eWhen Shared Values Present Challenges 90\u003c\/p\u003e \u003cp\u003eMoral Sensitivity and Clinical Concerns 91\u003c\/p\u003e \u003cp\u003eChoices about Displaying Values 92\u003c\/p\u003e \u003cp\u003eCare for the Caring 93\u003c\/p\u003e \u003cp\u003eAnxieties That Are (or Should Be) Common to Graduate Students 94\u003c\/p\u003e \u003cp\u003eThe Imposter Syndrome 96\u003c\/p\u003e \u003cp\u003eThe Invisible Knapsack 97\u003c\/p\u003e \u003cp\u003eBurnout Awareness and Prevention 98\u003c\/p\u003e \u003cp\u003eFactors and Symptoms of Stress and Burnout 99\u003c\/p\u003e \u003cp\u003eResilience and Hardiness 102\u003c\/p\u003e \u003cp\u003eWeaving the Strands Together 103\u003c\/p\u003e \u003cp\u003eChapter Wrap-Up 104\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSection Two: The Day to Day Challenges Common to All\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eFive The Helping Relationship: From Beginning to End 109\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter Orientation 109\u003c\/p\u003e \u003cp\u003eBefore the Beginning 110\u003c\/p\u003e \u003cp\u003ePortraying Yourself and Your Services 110\u003c\/p\u003e \u003cp\u003eOfficing Yourself 111\u003c\/p\u003e \u003cp\u003eInformed Consent and Informed Refusal 113\u003c\/p\u003e \u003cp\u003eAutonomy for All? 114\u003c\/p\u003e \u003cp\u003eInformed Refusal 116\u003c\/p\u003e \u003cp\u003eThe Nuts and Bolts 119\u003c\/p\u003e \u003cp\u003eLegal Concerns 122\u003c\/p\u003e \u003cp\u003eConsiderations for Particular Populations 122\u003c\/p\u003e \u003cp\u003eThe First Session: Competency and Referral 126\u003c\/p\u003e \u003cp\u003eWhen Your Skills and Client Needs Do Not Match 128\u003c\/p\u003e \u003cp\u003eTechnology Rears Its Ugly (Beautiful?) Head 130\u003c\/p\u003e \u003cp\u003eEnding Well 131\u003c\/p\u003e \u003cp\u003eChapter Wrap-Up 134\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSix Confidentiality and Trust 135\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter Orientation 135\u003c\/p\u003e \u003cp\u003eConfidentiality and the Therapeutic Relationship 136\u003c\/p\u003e \u003cp\u003eProfessional Dimensions of Confidentiality 136\u003c\/p\u003e \u003cp\u003eWhy Confidentiality? 138\u003c\/p\u003e \u003cp\u003eThe Limits of Confidentiality and Their Evolution 140\u003c\/p\u003e \u003cp\u003eCategories of Exceptions to Confidentiality 141\u003c\/p\u003e \u003cp\u003eProtection of Self and Others 141\u003c\/p\u003e \u003cp\u003eCommunication with Office Staff and Other Professionals 147\u003c\/p\u003e \u003cp\u003eCommunication with Funding Sources or Third Party Payers 148\u003c\/p\u003e \u003cp\u003eDepositions, Subpoenas, and Court Orders 149\u003c\/p\u003e \u003cp\u003eSummarizing the Limits and Exceptions 152\u003c\/p\u003e \u003cp\u003eTechnology and the Internet 152\u003c\/p\u003e \u003cp\u003eParticular Populations and Confidentiality Concerns 154\u003c\/p\u003e \u003cp\u003eChildren and Adolescents 154\u003c\/p\u003e \u003cp\u003eConfidentiality Concerns in Families, Couples, and Groups 155\u003c\/p\u003e \u003cp\u003eMandatory or Involuntary Clients 157\u003c\/p\u003e \u003cp\u003eProfessional Record Keeping 157\u003c\/p\u003e \u003cp\u003eChapter Wrap-Up 159\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSeven Boundaries, Roles, and Limits 160\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter Orientation 160\u003c\/p\u003e \u003cp\u003eIntroduction to Roles, Boundaries, and Relationship Rules 161\u003c\/p\u003e \u003cp\u003eWhy All the Fuss about Boundaries and Relationships? 162\u003c\/p\u003e \u003cp\u003eDistinctive Aspects of Professional Helping Relationships 163\u003c\/p\u003e \u003cp\u003eTransference 164\u003c\/p\u003e \u003cp\u003eCountertransference 166\u003c\/p\u003e \u003cp\u003eClient Indignation or Relief 168\u003c\/p\u003e \u003cp\u003eEthics Codes and Terms 168\u003c\/p\u003e \u003cp\u003eBoundaries, Roles, Timing, and Informed Consent 171\u003c\/p\u003e \u003cp\u003eBoundary Overlaps That Predate the Professional Relationship 172\u003c\/p\u003e \u003cp\u003eBoundary Overlaps During the Professional Relationship 174\u003c\/p\u003e \u003cp\u003ePostprofessional Relationship Boundary Considerations 175\u003c\/p\u003e \u003cp\u003ePractices and Techniques with Boundary Implications 176\u003c\/p\u003e \u003cp\u003eGift Giving and Receiving 176\u003c\/p\u003e \u003cp\u003eSelf-Disclosure 178\u003c\/p\u003e \u003cp\u003eConsiderations about Touch 179\u003c\/p\u003e \u003cp\u003eAssessing Potential Benefit and Harm 179\u003c\/p\u003e \u003cp\u003eLittle Communities, Big Boundaries? 182\u003c\/p\u003e \u003cp\u003eRomance, Sex, Love, and Lust 183\u003c\/p\u003e \u003cp\u003eSex Before or After? 186\u003c\/p\u003e \u003cp\u003eChapter Wrap-Up 187\u003c\/p\u003e \u003cp\u003e\u003cb\u003eEight Assessment, Evaluation, Testing: Peering Through the Right Lenses 188\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter Orientation 188\u003c\/p\u003e \u003cp\u003eThe Roots and Nature of Assessment 189\u003c\/p\u003e \u003cp\u003eThe ABCs of Ethical Assessment 190\u003c\/p\u003e \u003cp\u003eAssessment Requires Judgment 190\u003c\/p\u003e \u003cp\u003eThe Assessment Continuum 191\u003c\/p\u003e \u003cp\u003ePractitioner as Instrument 192\u003c\/p\u003e \u003cp\u003eInformed Consent and Confidentiality 192\u003c\/p\u003e \u003cp\u003eMulti-Method, Multi-Source Assessment 195\u003c\/p\u003e \u003cp\u003eInformal Assessment 195\u003c\/p\u003e \u003cp\u003eObservational Strategies 196\u003c\/p\u003e \u003cp\u003eUsing Art and Drawings in Assessment 196\u003c\/p\u003e \u003cp\u003eClinical Interviewing 197\u003c\/p\u003e \u003cp\u003eAssessment and Science 198\u003c\/p\u003e \u003cp\u003eTesting 199\u003c\/p\u003e \u003cp\u003eFormal Evaluations 201\u003c\/p\u003e \u003cp\u003ePsychological Evaluations 201\u003c\/p\u003e \u003cp\u003eSocial, Learning, Career, and Need-Based Evaluations 202\u003c\/p\u003e \u003cp\u003eDiagnosis and the \u003ci\u003eDSM \u003c\/i\u003eSystem 202\u003c\/p\u003e \u003cp\u003eThe Purpose of Diagnosis 204\u003c\/p\u003e \u003cp\u003eThe XYZs of Ethical Assessment 206\u003c\/p\u003e \u003cp\u003eBe Mindful of Issues in Technology and Setting 206\u003c\/p\u003e \u003cp\u003eUse the Least Severe Diagnostic Label 206\u003c\/p\u003e \u003cp\u003eRecognize That All Assessment Procedures Are Flawed 207\u003c\/p\u003e \u003cp\u003eHonoring Client Perspectives 207\u003c\/p\u003e \u003cp\u003eBe Attentive to Diversity Issues and Potential Misuse 207\u003c\/p\u003e \u003cp\u003eChapter Wrap-Up 210\u003c\/p\u003e \u003cp\u003e\u003cb\u003eNine Competence, Accountability, and Research: How We Know What We Should Know 211\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter Orientation 211\u003c\/p\u003e \u003cp\u003eCompetence: You’ll Know It When You See It? 212\u003c\/p\u003e \u003cp\u003eDefining the Minimal Boundaries of Competence 212\u003c\/p\u003e \u003cp\u003eEducation and Training 213\u003c\/p\u003e \u003cp\u003eSupervised Experience 213\u003c\/p\u003e \u003cp\u003eState and National Professional Credentials 213\u003c\/p\u003e \u003cp\u003eAppropriate Professional Experience 214\u003c\/p\u003e \u003cp\u003eSpecialties, Specialization, and Competence 214\u003c\/p\u003e \u003cp\u003eOngoing Competence and Self-Assessment 215\u003c\/p\u003e \u003cp\u003eCompetence, Accountability, and Research Evidence 217\u003c\/p\u003e \u003cp\u003eCounseling and Psychotherapy Outcomes Research 218\u003c\/p\u003e \u003cp\u003eSearching for Compromise: Evidence-Based Practice Principles 221\u003c\/p\u003e \u003cp\u003eEvidence-Based Mental Health Practice 222\u003c\/p\u003e \u003cp\u003eEvidence-Based School Counseling Practice 223\u003c\/p\u003e \u003cp\u003eOutcomes Research on Divergent Minority Groups 225\u003c\/p\u003e \u003cp\u003eEthical Concerns in Research and Publication 226\u003c\/p\u003e \u003cp\u003eResearch with Multicultural and Vulnerable Populations 227\u003c\/p\u003e \u003cp\u003eResearch and Informed Consent 228\u003c\/p\u003e \u003cp\u003eEthics in Qualitative, Quantitative, and Mixed Designs 229\u003c\/p\u003e \u003cp\u003eEthical Concerns with Funding and Findings 229\u003c\/p\u003e \u003cp\u003eResearch Topics: Choosing Wisely 231\u003c\/p\u003e \u003cp\u003eChapter Wrap-Up 232\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSection Three: Specific Specialties and Professional Identities\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eTen Counseling in the Schools 235\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e(By \u003ci\u003eJohn Sommers-Flanagan\u003c\/i\u003e, \u003ci\u003eNancy Bodenhorn\u003c\/i\u003e, and \u003ci\u003eRita Sommers-Flanagan\u003c\/i\u003e)\u003c\/p\u003e \u003cp\u003eChapter Orientation 235\u003c\/p\u003e \u003cp\u003eProfessional School Counseling 236\u003c\/p\u003e \u003cp\u003eThe History 236\u003c\/p\u003e \u003cp\u003eThe Transformations 237\u003c\/p\u003e \u003cp\u003eWhy Are School Counseling Ethics So Challenging? 239\u003c\/p\u003e \u003cp\u003eA School Is a School Is a School . . . 240\u003c\/p\u003e \u003cp\u003eThe Role and Function of the Professional School Counselor 245\u003c\/p\u003e \u003cp\u003eGeneral Guidelines for School Counselors 246\u003c\/p\u003e \u003cp\u003eConfidentiality: A Common Conundrum 247\u003c\/p\u003e \u003cp\u003eSexual Abuse 248\u003c\/p\u003e \u003cp\u003eSexual Harassment 249\u003c\/p\u003e \u003cp\u003eFERPA, Records, and Sole Possession Records 249\u003c\/p\u003e \u003cp\u003eInformed Consent(s): An Increasingly Important Practice 250\u003c\/p\u003e \u003cp\u003eWith and For Students 251\u003c\/p\u003e \u003cp\u003eFor Parents 251\u003c\/p\u003e \u003cp\u003eLegal Concerns 252\u003c\/p\u003e \u003cp\u003eSubpoenas and Testifying 252\u003c\/p\u003e \u003cp\u003eNegligence 253\u003c\/p\u003e \u003cp\u003eMultiple Relationships: Many Hats, One School 253\u003c\/p\u003e \u003cp\u003eWith Students 253\u003c\/p\u003e \u003cp\u003eWith Colleagues 254\u003c\/p\u003e \u003cp\u003eManaging Consultation Relationships 254\u003c\/p\u003e \u003cp\u003eAssessment and Accountability 254\u003c\/p\u003e \u003cp\u003eHot Counseling Topics and Concerns 255\u003c\/p\u003e \u003cp\u003eCounseling in the Event of an Unwanted Pregnancy 255\u003c\/p\u003e \u003cp\u003eDangerous Behaviors: Sex, Drugs, Eating Disorders, and More 256\u003c\/p\u003e \u003cp\u003eSuicidal Threats or Behaviors 258\u003c\/p\u003e \u003cp\u003eCareer Counseling and College Guidance 259\u003c\/p\u003e \u003cp\u003eDiversity Issues 259\u003c\/p\u003e \u003cp\u003eWorking Ethically with Groups in Schools 260\u003c\/p\u003e \u003cp\u003eAn Ethical Decision-Making Model for School Counselors 262\u003c\/p\u003e \u003cp\u003eChapter Wrap-Up 262\u003c\/p\u003e \u003cp\u003e\u003cb\u003eEleven Psychotherapy, Mental Health Counseling, and Career Counseling 263\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter Orientation 263\u003c\/p\u003e \u003cp\u003eMental Health Counseling: Roots and Directions 264\u003c\/p\u003e \u003cp\u003eDistinguishing and Common Features Among Mental Health Professions 264\u003c\/p\u003e \u003cp\u003eNature of Human Health and Distress 265\u003c\/p\u003e \u003cp\u003eEducational Backgrounds 265\u003c\/p\u003e \u003cp\u003eTerminology Distinctions 269\u003c\/p\u003e \u003cp\u003eProfessional Organizations 270\u003c\/p\u003e \u003cp\u003eIssues in Agency and Independent Practice 271\u003c\/p\u003e \u003cp\u003eHealth Insurance, Managed Care, and Fees 271\u003c\/p\u003e \u003cp\u003eSelf-Pay Issues and Problems 275\u003c\/p\u003e \u003cp\u003eConfidentiality with Other Professionals 278\u003c\/p\u003e \u003cp\u003eCompetence and Supervision 279\u003c\/p\u003e \u003cp\u003eProfessional Representation 281\u003c\/p\u003e \u003cp\u003eEthical Concerns in Career Counseling 283\u003c\/p\u003e \u003cp\u003eSpeciality Competencies and Credentials 284\u003c\/p\u003e \u003cp\u003eSpecific Ethical Concerns and Challenges 284\u003c\/p\u003e \u003cp\u003eChapter Wrap-Up 286\u003c\/p\u003e \u003cp\u003e\u003cb\u003eTwelve More Specialties: Families, Couples, Rehabilitation, Addictions, Pastoral 287\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter Orientation 287\u003c\/p\u003e \u003cp\u003eIntroduction: Why These Specialties? 288\u003c\/p\u003e \u003cp\u003eCouple and Family Therapy 289\u003c\/p\u003e \u003cp\u003eDefinition and Origins 289\u003c\/p\u003e \u003cp\u003eProfessional Identity 290\u003c\/p\u003e \u003cp\u003eSpecific Ethical Concerns and Challenges 291\u003c\/p\u003e \u003cp\u003eRehabilitation Counseling 295\u003c\/p\u003e \u003cp\u003eDefinition and Origins 295\u003c\/p\u003e \u003cp\u003eProfessional Identity 295\u003c\/p\u003e \u003cp\u003eSpecific Ethical Concerns and Challenges 296\u003c\/p\u003e \u003cp\u003eAddictions Counseling 298\u003c\/p\u003e \u003cp\u003eDefinition and Origins 299\u003c\/p\u003e \u003cp\u003eProfessional Identity 300\u003c\/p\u003e \u003cp\u003eSpecific Ethical Concerns and Challenges 300\u003c\/p\u003e \u003cp\u003ePastoral Counseling 303\u003c\/p\u003e \u003cp\u003eDefinition and Origins 303\u003c\/p\u003e \u003cp\u003eProfessional Identity 304\u003c\/p\u003e \u003cp\u003eSpecific Ethical Concerns and Challenges 305\u003c\/p\u003e \u003cp\u003eBeyond Specialty 307\u003c\/p\u003e \u003cp\u003ePersonal Coaching 308\u003c\/p\u003e \u003cp\u003eSpiritual Direction 309\u003c\/p\u003e \u003cp\u003eChapter Wrap-Up 310\u003c\/p\u003e \u003cp\u003e\u003cb\u003eThirteen Teaching, Mentoring, Supervision 312\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter Orientation 312\u003c\/p\u003e \u003cp\u003eAlpha, Omega: Beginning and End 312\u003c\/p\u003e \u003cp\u003eMoral Philosophy and Professional Elderhood 314\u003c\/p\u003e \u003cp\u003eDeontological Dimensions 314\u003c\/p\u003e \u003cp\u003eUtilitarian Usefulness 314\u003c\/p\u003e \u003cp\u003eCharacter Concerns 315\u003c\/p\u003e \u003cp\u003eTeaching: The Transforming Force of Knowledge 316\u003c\/p\u003e \u003cp\u003eClient Welfare 316\u003c\/p\u003e \u003cp\u003eTeaching Competence 317\u003c\/p\u003e \u003cp\u003eTeaching Relationship 318\u003c\/p\u003e \u003cp\u003eTeaching and Technology 321\u003c\/p\u003e \u003cp\u003eSupervision: Undergirding and Oversight 322\u003c\/p\u003e \u003cp\u003eClient Welfare 323\u003c\/p\u003e \u003cp\u003eSupervision Dimensions and Competencies 324\u003c\/p\u003e \u003cp\u003eMulticultural Competence 327\u003c\/p\u003e \u003cp\u003eSupervisory Relationships 329\u003c\/p\u003e \u003cp\u003eTechnology and Supervision 331\u003c\/p\u003e \u003cp\u003eChapter Wrap-Up 331\u003c\/p\u003e \u003cp\u003e\u003cb\u003eEpilogue 333\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA Life-Long Balancing Act 333\u003c\/p\u003e \u003cp\u003eNo One Is Perfect 333\u003c\/p\u003e \u003cp\u003eUnreported, Unaccused, but Unethical 334\u003c\/p\u003e \u003cp\u003eIf You Are Accused 334\u003c\/p\u003e \u003cp\u003eIf You Know of Unethical Behavior 335\u003c\/p\u003e \u003cp\u003eBest Practices and Likely Concerns 336\u003c\/p\u003e \u003cp\u003eA Fond Farewell 337\u003c\/p\u003e \u003cp\u003eReferences 339\u003c\/p\u003e \u003cp\u003eAppendix A: Universal Declaration of Human Rights 367\u003c\/p\u003e \u003cp\u003eAuthor Index 373\u003c\/p\u003e \u003cp\u003eSubject Index 385\u003c\/p\u003e \u003cp\u003eAbout the Video Resource Center 393\u003c\/p\u003e \u003cp\u003e\u003cb\u003eRITA SOMMERS-FLANAGAN, PhD,\u003c\/b\u003e is Professor of Counseling and Director of Women's Studies at the University of Montana.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eJOHN SOMMERS-FLANAGAN, PhD,\u003c\/b\u003e is Assistant Professor of Counseling at the University of Montana and a mental health consultant with Trapper Creek Job Corps. He also maintains a private practice.\u003cbr\u003eRita and John are the authors of two previous texts: \u003ci\u003eClinical Interviewing\u003c\/i\u003e, now in its fifth edition, and \u003ci\u003eCounseling and Psychotherapy Theories in Context and Practice: Skills, Strategies, and Techniques\u003c\/i\u003e, now in its second edition (both from Wiley).\u003c\/p\u003e  \u003cp\u003e\u003cb\u003eAn engaging text that covers ethical choices in a variety of counseling settings\u003c\/b\u003e \u003c\/p\u003e\u003cp\u003e\u003ci\u003eBecoming an Ethical Helping Professional\u003c\/i\u003e takes mental health professionals on a wide-ranging tour of ethics, covering both the theoretical and practical aspects of providing sound, responsible care. Coverage goes beyond a laundry-list approach to rules of conduct, examining the philosophical roots of today’s professional codes. Engaging case studies explore how ethical rules and principles apply in real-world settings and specialties. \u003c\/p\u003e\u003cp\u003eThis edition also provides access to the Video Resource Center (VRC), which includes videos of experts discussing cultural dynamics, life experiences, and philosophical positions that inform ethics in counseling and psychotherapy. \u003c\/p\u003e\u003cp\u003eAdditionally, \u003ci\u003eBecoming an Ethical Helping Professional\u003c\/i\u003e addresses: \u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eThe helping relationship from beginning to end\u003c\/li\u003e \u003cli\u003eConfidentiality and trust\u003c\/li\u003e \u003cli\u003eBoundaries, roles, and limits\u003c\/li\u003e \u003cli\u003eAssessment: peering through the right lens\u003c\/li\u003e \u003cli\u003eResearch, efficacy, and competence\u003c\/li\u003e\n\u003c\/ul\u003e \u003cp\u003eThis reader-friendly guide includes the specifics of counseling in settings such as: \u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eAgencies\u003c\/li\u003e \u003cli\u003ePrivate practice\u003c\/li\u003e \u003cli\u003eSchools\u003c\/li\u003e \u003cli\u003eRehabilitation counseling\u003c\/li\u003e \u003cli\u003eCouples and family counseling\u003c\/li\u003e \u003cli\u003eAddictions counseling\u003c\/li\u003e \u003cli\u003eTeaching, mentoring, and supervision\u003c\/li\u003e \u003cli\u003eMulticultural settings and situations\u003c\/li\u003e\n\u003c\/ul\u003e \u003cp\u003eA unique and comprehensive resource, \u003ci\u003eBecoming an Ethical Helping Professional\u003c\/i\u003e challenges students and professionals to consider the complexities of making ethical choices.\u003c\/p\u003e","brand":"Wiley","offers":[{"title":"Default Title","offer_id":47988797538533,"sku":"NP9781119084969","price":96.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781119084969.jpg?v=1761781627","url":"https:\/\/k12savings.com\/es\/products\/becoming-an-ethical-helping-professional-with-video-resource-center-isbn-9781119084969","provider":"K12savings","version":"1.0","type":"link"}