What is the difference between effective helpers and amateurs? The answer is the application of professional ethics in the field. I came into Western Washington University with the understanding of ethics related to the chemical dependency field. I am now confident that I am proficient helper in other types of helping roles. The Human Service Program places a large emphasis on professional ethics beginning with the first quarter of classes.
The Council for Standards in Human Service Education recommends in standard 19 that “the curriculum shall incorporate human service values and attitudes and promote understanding of human service ethics and their application in practice” (2009, p. 9). Every class placed an emphasis on individual recognition of values and development of professional ethics. The three quarters of practicum provides hands-on learning and practice of ethical helping.
Application of ethics and values is not limited to direct service related activities. In my Research Method class, we studied historic scientific studies involving human subjects. We watched a video on the Tuskegee study. I was horrified with how scientists had abused people for academic studies. Several weeks of reading was on proper ethical research methods while using subjects. We also discussed WWU research policies. I also completed a NIH clinical research training and test.
I was able to apply standard 19 while conducting ethical research methods while interviewing individuals who survived heroin overdoses [YouTube video]. I had the two individuals sign release forms prior to conducting the interviews. The participants were aware that their interviews were going to be used in a video online. I promised to protect their identities. As a group we decided to read their responses instead of using their real voices to further protect their privacy.
I applied CSHSE standard 13 to my Human Service application essay. Standard 13 states, “the curriculum shall address the scope of conditions that promote or inhibit human function” (CSHSE, 2009, p. 9). This essay explores my learning goals and past experiences with ethics in relation to the CSHSE standards.
In the Practicum and Seminar class, I studied and applied the CSHSE standards and specifications. We also covered ethics, confidentiality, safety and mandated reporting topics. I wrote two essays exploring CSHSE standard 12 and the seven specifications [insert paper]. I was also required to pass a benchmark exam prior to starting field studies. The test for the class was a short essay that judged professional readiness. I was given example of possible ethical violations and had to provide specific reasons why a situation was unethical. The Human Service Program required students to pass the class with more than seventy percent.
Classroom trainings were important foundation for learning about ethics; however, I truly learned about professional application of ethics by my practicum experiences. My three quarters of internship classes has a strong emphasis on writing reflection essays on ethics in the field. The reflective writing assisted in my ability to process, think and question on possible ethical questions. In both small and large group discussions, I had the opportunity to listen to other student’s ethical concerns or conflicts at their internship sites.
I came into the program with the belief that ethical conflicts had black and white answers. Now I understand that very few ethical dilemmas can be clear-cut. Ethics can be highly nuanced. In my direct service internships, I had various experiences in boundary setting with clients. I am from the community where I had my practicum experiences. I thought it was always inappropriate to work with individuals you already knew. That would be a difficult situation working at large agency in a small community. I was worried that clients would be uncomfortable with my presence as a group therapy co-facilitator. I reported all causal relationship ties to my site supervisor.
The clients whom I reported a previous interaction denied feeling uncomfortable with my presence. In fact most stated that they enjoyed my presence. I learned that previous client interactions are not always a negative thing as long as I practiced client confidentiality. I learned a lot from meeting my practicum supervisor, agency staff members and instructors. I would ask questions regarding everyday situations. One situation for example was if you run into a client at the grocery store? I am a friendly person, and it was difficult to change my reaction. I always like to say “hi” to people I know. If I did that in front of others, it could signify that I work with the individual. It took a lot of practice to feel comfortable by not acknowledging clients in public.
Individuals’ values can be a separate topic from ethics. Values are developed by several factors: person experiences, worldviews, opinions, greater overall systems and privilege points. Human Service providers may not share similar values. Ethical standards should be practice throughout the profession regardless of individual uniqueness and standpoints. The development of professional ethics has roots in the shared professional values.
In junior year I had to explore my own values. The “who am I” presentation in the Human Service Professionals and Personal Systems pushed us to introduce our values and experiences to the class. I had to recognize that personal systems impact the development of my values. I self-identify myself as a feminist for example. It was partly due to my early introduction to a feminist social critic as a young teenager. I was also raised in an environment that felt embraced feministic values. I also value diversity, social justice, individual change, empowerment and questioning the status quo. It was the process of listening to the other students’ presentations that I recognized our shared and different value systems.
My values have not greatly changed in the last two years. I am still the caring person who wants to influence societal change. The CSHSE standard 20 states, “the program shall provide experiences and support to enable students to develop awareness of their own values, personalities, reaction patterns, interpersonal styles, and limitations” (2009, p. 9). What have changed are my opinions on individuals who share different value systems then my own. I can now pin point shared values and bypass different political ideologies. This opens me to experience new ideas and people. In the Diversity and Social Justice class, I learn that there are areas in my life that I have and do not have privileges. My group assignments forced me to interact with people from opposite political and religious value systems.
I believe I am more open-minded today regarding specific chemical dependency treatment tools and practices. Catholic Community Services Recovery Center taught me about the stages of change theory. The intensity of change is due to what level of change the person is currently at. My internship at Pioneer Center North taught me that service recommendations must fit the realistic abilities of the client. Several times PCN referred people with chronic homelessness and relapses to apartment programs that will not evict them for drinking. I felt conflicted at first to learn that treatment providers recommend “wet” housing for someone with a history of relapses. The reality is that the clients need stable housing regardless of the possibility of possible drinking relapse.
I recognize that my values and professional ethics are not concrete. I will gain confidence with more experience in the field. I understand that I must fallow established Human Services ethics of actions. It is reasonable to expect that my values will evolve in the future.
Reference
National Standards: baccalaureate degree in human services. (2009). http://www.cshse.org/documents/Standards-Bachelor.pdf