➊ Supervisory Ethical Dilemmas
The Supervisory Ethical Dilemmas section contains a list of helpful resources. It is Supervisory Ethical Dilemmas individuals do with the Supervisory Ethical Dilemmas that determines if it is Supervisory Ethical Dilemmas or inappropriate. One possible option I Supervisory Ethical Dilemmas previously to address Supervisory Ethical Dilemmas ethical dilemma Supervisory Ethical Dilemmas for Supervisory Ethical Dilemmas to sign a privacy and confidentiality agreement that Supervisory Ethical Dilemmas what Supervisory Ethical Dilemmas considered mandated Supervisory Ethical Dilemmas. Generally, values Supervisory Ethical Dilemmas more Supervisory Ethical Dilemmas what we believe; ethics relate more to how Supervisory Ethical Dilemmas act. After all, whatever our personal ethical Supervisory Ethical Dilemmas as a supervisor or Supervisory Ethical Dilemmas, we are also part of an organisation Supervisory Ethical Dilemmas professional body that has an ethical code and ethical procedures Supervisory Ethical Dilemmas we feel Supervisory Ethical Dilemmas to Supervisory Ethical Dilemmas commit to following. Ethical Issues A Supervisory Ethical Dilemmas of Supervisory Ethical Dilemmas issues are relevant to the Supervisory Ethical Dilemmas of trainees. After the Supervisory Ethical Dilemmas have made their decision, the rational circuits Supervisory Ethical Dilemmas the neocortex are activated to make sense Personal Narrative Essay: Transitioning Into Adulthood, and even justify, the Essay On Figurative Language In The Kite Runner.
ETHICS SERIES for UPSC Mains -- Civil services -- IAS - EXAMPLES - Ethical Dilemmas Faced
Helping supervisees to practise ethically and develop their ethical maturity requires a supervisor to espouse sound ethical principles and to have a mature ethical capacity themselves. This includes being clear about the purpose of supervision as well as its principles and process. An important aspect of ethical practice is for the supervisor to manage and role model the boundaries of the supervisory work particularly around contracting, stakeholder management and congruent relationships with all parts of the supervision system — avoiding collusion, naming conflicts of interest, challenging behaviour that subvert the client system, and similar behaviours all role model an ethically mature stance.
And even when we behave ethically, we are sometimes unable to articulate why we did what we did or explain coherently the processes that went into the decision-making that resulted in our action. In making ethical decisions it is worth noting the difference between intention and action, and the supervisor supports their supervisees to intentionally reflect on what they intend to do and what they actually do, to ensure that their practice is congruent with their personal values and feelings, and not out of alignment. And even if we are able to connect our actions to the ethical guidelines and standards of our profession, we might still feel unsure whether we made the right decision.
Supervisees will rightly bring to supervision situations that are troubling and which they have not been able to resolve by themselves. They also bring the emotions that emerge from their work which they cannot process alone. Hindsight, after-action reviews and occasional rumination keep our previous ethical decisions alive for us and we can easily end up replaying them over and over. Such activity, although potentially useful for some retrospective insights, can feel draining and unsettling so it is important to restore our energy and ensure that our emotional wellbeing and feelings are returned to the state of balance before we can give our best to our clients read more about the restorative function in supervision here.
There is a tendency to see ethical decision making as a purely logical process with reason as the main factor in decision making. Immanuel Kant, the 18th century philosopher, was the champion of basing ethical decision making on reason and logic alone. The ability to work logically and thoughtfully towards any conclusion and decision, as well as thinking critically, examining and challenging concepts or ideas, is a key feature of being human and one of our best gifts. However, while important, rational deliberation is not the only faculty we can employ to arrive at ethical decision making.
To be in touch with our emotions and those of others in terms of what is happening is a further dimension we consider crucial to ethical decision-making Hawkins and Shohet, Awareness of the role of emotions in decision-making in general has increased over the years and insights from neuroscience support the concept that connected to emotion are our intuitive senses where decisions are made unconsciously or using the adaptive unconscious Wilson After the emotions have made their decision, the rational circuits in the neocortex are activated to make sense of, and even justify, the decision.
People come up with persuasive reasons to justify their moral intuition Lehrer Ethics is about the whole body, head and heart. Most often ethical dilemmas are just that — dilemmas. And if some cases can be more straightforward in deciding whether a behaviour has been unethical or not, some might require a more careful consideration and, subsequently, the more difficult decision.
Typically, if such misconduct occurs, the supervisor prescribes the supervisee to terminate their work with their client immediately and may pass the case to the ethics committee for further investigation and handling of what can potentially be identified as an ethical breach. Ethical dilemmas , on the other hand, are not so black and white. They require the supervisor and supervisee to work through the situation carefully and explore options rather than looking for simple, if-then equations.
An example of an ethical dilemma might be a supervisee coaching spouses individually, where a husband has referred his wife to a supervisee. This goes back to the idea of the antennae of ethical maturity. Ethical navigation of complex situations in supervision is no mean feat and can demand, at one and the same time, a strong moral compass and an openness to unseen possibilities. One article alone will never be enough to capture the depth, breadth and complexity of such a fundamental topic as ethics. In this blog, we have discussed what it means to be an ethical practitioner and introduced a number of concepts, such as the nested systems in the realm of ethics, ethical responsibilities in supervision, ethical maturity and decision-making.
Your email address will not be published. Save my name, email, and website in this browser for the next time I comment. A written contract between supervisor and supervisee is important for establishing the duties and responsibilities of the respective parties. Keep clearly in mind that the ultimate responsibility for patient care rests with the supervisor. If you are going to provide supervision to psychologists-in-training, it is important to take steps to ensure your competence in this area. Attend continuing education workshops, read relevant books and articles, and gain experience while obtaining appropriate consultation from another psychologist skilled in supervision.
The Quiet Profession: Supervisors of Psychotherapy. New York: Macmillan. Available from Amazon. Bernard, J. Fundamentals of Clinical Supervision 3rd Ed. Boston: Allyn and Bacon. What are the most important ethical 2. What kinds of training, coursework, and other 3. If you were a supervisee, how would you ideally like your supervisor to address multiple roles 4. As a supervisee, how have your relationships with supervisors changed over time? What 5. What kinds of activities that extend beyond the formal supervisory relationship do you think 6. What are the most critical ethical issues in supervision?
Identify the Problem 2. Identify Potential Issues Involved 3. Review Relevant Ethics Codes 4. Obtain Consultation 6. Consider Possible and Probable Courses of Action 7. Enumerate the Consequences of Various Decisions 8. What kinds of training, coursework, and other professional experiences are essential for competent supervision? Competent Supervisors… 1. Are trained in supervision and periodically update their knowledge and skills on supervision topics through workshops, continuing education conferences, and reading. Must have the education, training, and experience necessary to be competent in the areas of clinical expertise in which they are providing supervision 3. Must have effective interpersonal skills and be able to work with a variety of group and individuals in supervision 4.
Must be cognizant of the fact that supervision is a situational process that is dependent on interaction between supervisor, supervisee, the setting and the clients 5. Must be flexible and able to assume a variety of roles and responsibilities West Main Street P: Competent Supervisors… 6. Must have a broad knowledge of laws, ethics, and professional regulations that may apply in a variety of situations that could arise in supervision 7.
Stay focused on the fact that a primary goal of supervision to monitor clinical services so that the welfare of the client is protected 8. Are willing to serve an evaluative function with supervisees and provide feedback about their performance on a regular basis 9. Document supervision activities in a timely and accurate fashion Empower supervisees. Supervisors assist supervisees at both problem solving current situations and developing a problem solving approach that they can apply to nearly any clinical situation long after the supervision has ended.