Dr. Daley's Ethical Code Mission Report

Our book defines several strategies that will be very useful if properly implemented. For example, Assessing the client’s racial identity, this would allow the counselor to identify the client’s racial identity and allow the counselor to learn and discuss how the individuals feels about racism and white privilege. Exploring client’s problems for race-related stress. During each session the client discusses their fears and concerns. Having this information beforehand will allow the counselor to further investigate based on the individual’s racial makeup and other racist attitudes they may display. Having the upper hand and understanding of the clients racial identity status will help the counselor provide a more

As individuals, we are diverse based on the background, experience, ability, race, language, etc. which impact the lens through which we view others and ourselves. As diverse individual, we may belong to dominant or non- dominant groups. Thus, either we have power and privilege or we experience discrimination and oppression. Further, we are shelled with diversity, ethnicity, and multiculturalism issues. Counselors have some ethical primary responsibilities to respect the dignity and promote the welfare of the client (A.1.a), “honoring diversity and embracing a multicultural approach in support of the worth, dignity” and “promoting social justice” (Herlihy & Corey, 2014, p. 3)

The NAEYC Code of Ethical Conduct was developed to uphold the application of core values, ideals, and principles to assist teachers’ decision-making about ethical issues. The Core Values of the NAEYC Code of Ethical Conduct is based on the foundation of the field's commitment to young children. It is noteworthy that all seven of the Code's Core Values directly address our commitment to children:

Personal privilege is privilege one receives based on unearned qualities such as skin color, gender, socioeconomic status, demographics, or cultural characteristics (Lee, 2007). Being White and growing up in a predominately White community limited my exposure to other cultures and races. While I was limited to my exposure to other cultures and races I have become aware of White privilege and who it influences interactions with different races and cultures. Whites tend to view “their own beliefs and actions as normative and neutral” (Hays & Chang, 2003, p. 135). This action influences and limits the cultural and racial interactions Whites experience (Hays & Change, 2003). Due to working in a predominately White community it can be easy to forget the importance of establishing racial and cultural differences with clients. Continuing education is exceptionally important in continuing one’s multicultural awareness. As a supervisor this will be my duty to instill this importance into my supervisees (Hird, Cavalieri, Dulk, Felice, & Ho, 2001).

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Due to the increase in racial and ethnic diversity in the United Sates there is a great need to provide counseling interventions that cater for social issues that are attributed to the racial and ethnic diversity. Presently, efforts are being made to implement social justice advocacy strategies and interventions into counseling practices. Thus, counselors are encouraged to be agents and advocates for social justice, oppression, and discrimination (Ratts & Hutchins, 2009). At the forefront of social justice counseling approaches, is the need to empower the oppressed or marginalized individual by confronting injustices and inequalities that affect the individual at the systemic level (Pedersen, Lonner, Draguns, Trimble, & Rio, 2015).

The need to provide mental health services to culturally diverse clients has increased over the past couple of years due to the increase in racial and ethnic diversity in the United Sates. Consequently, there is a need for mental health professionals to offer effective interventions that address social issues that accompany racial and ethnic diversity (Constantine, Hage, Kindaichi, & Bryant, 2007). Research shows that efforts are being made to implement social justice advocacy strategies and interventions into counseling practices. This growing movement calls for counselors to be agents and advocates for social justice, oppression, and discrimination (Ratts & Hutchins, 2009). Social justice counseling approaches focus on empowering the individual by actively confronting injustices and inequalities that affects clients in their systemic frameworks (Pedersen, Lonner, Draguns, Trimble, & Rio, 2015).

To effectively lessen the effects of lifelong racism and discrimination, Hays & Erford (2014) recommends a strength-based approach, with the counselor focusing on the individual and family capacities. Focusing on the client’s positive attributes and favorable cultural norms can encourage one to become more resilient (Vaterlaus, Skogrand, & Chaney, 2015). Furthermore, applying counseling skills such as unconditional positive regard, empathy, consistency, focusing on the client, and providing a supportive environment can all help the therapeutic relationship (Hays & Erford, 2014). Additionally, making the counselor/client relationship equal will also allow the client to feel more comfortable, may dispel the mistrust of counseling prominent in African American culture (Hays & Erford, 2014). Finally, acknowledging the racial differences with the client could encourage them to discuss the racism and discrimination they may have experienced (Hays & Erford, 2014).

Students need to feel like they have something they can gain from seeking counseling. If they don’t feel like they will get that with the selection of counselors on their campus, they would rather hold their problems in. “The idea that client preferences regarding the particular characteristics of counselors may critically influence such factors as whether the client seeks help, the duration of counseling, subsequent client evaluation of counseling, and certain aspects of the counseling interaction has long held currency in counseling theory and research (Strohmer, 2003).” Strohmer stated that half of the minority clientele dropout of counseling after the initial meeting in comparison to a third of the White clients. According to the Office of Minority Health more than half of the African American population have

In effect, while race has special meaning for African Americans, it 's absent in the psychotherapy systems and clinical sessions that typically guide a clinician 's work with African Americans. What a pickle! For all the polemicists out there, in a nutshell, there are competing visions for psychotherapy with African Americans. Neither side is monolithic. On one side, which I 'll call the Universal approach, researchers and scholars hang their hat on the belief that psychotherapy systems are sufficient for treating African Americans because

Over the year?s minorities have been treated differently in America. There was a point in time when people did not understand people of color and even made assumptions about them. Because of this systemic factors have been established both in the mental health and education system. Counselors had their own perception

Pere Trahan & Lemberger (2014) potential African American clients could be reserved during at the beginning of counseling when the counselor is of a different race. Research has shown that counselors who address a client’s culture and diversity are more likely to have a better therapeutic alliance and better treatment outcomes (Trahan and Lemberger, 2014). Thus, making culture and ethnicity topics that should be addressed promptly with clients. Trahan & Lemberger (2014) suggest counselors encourage clients to use narrative storytelling to share their experiences with racism or discrimination. A counselor can benefit from hearing a client’s stories and gain an in depth understanding the client’s worldview and aid in selecting an intervention

Their history of marginalization, more negative views of the world, and exposure to discrimination may increase skepticism surrounding treatment. Thus, counselors should establish a sense of trust and acknowledge the cultural mistrust, on a human-to-human level, at the very first meeting. These experiences may be difficult to discuss; however, clinicians should take initiative and incorporate them into treatment. African Americans clients need to feel very comfortable with their counselors before they can commit to therapy. This allows for better communication and relationship.

In the given situation I believe that the Code of Ethics, while close has truly not been violated. The DTR is walking a thin line when it comes to their recommendations because anything in excess, even vitamins, can gave an adverse effect. I understand that he based this off a study, but there are studies done every day which does not make it a good idea to follow every study found. In the Code of Ethics in Responsibilities to the public it states, “The dietetics practitioner does not engage in false or misleading practices or communications.” I believe that following the work of a single study will fall into this realm. The DTR should receive more information on this study or this track prior to recommending the client takes the megadoses of vitamins.

Holly Forester-Miller, Ph.D. Thomas Davis, Ph.D. Copyright © 1996, American Counseling Association. A free publication of the American Counseling Association promoting ethical counseling practice in service to the public. -- Printed and bound copies may be purchased in quantity for a nominal fee from the Online Resource Catalog or by calling the ACA Distribution Center at 800.422.2648. ACA grants reproduction rights to libraries, researchers and teachers who wish to copy all or part of the contents of this document for scholarly purposes provided that no fee for the use or possession of such copies is charged to the ultimate consumer of the copies. Proper citation to ACA must be given.