Ethical Issues In Group Counseling

Jacobs, E. E., Masson, R. L., Harvill, R. L., & Schimmel, C. J. (2012). Group counseling: Strategies and skills (7th ed.). Belmont, CA: Brooks/Cole.

The first ethical issue that counselors have to worry about in counseling children is to be a competent counselor. It includes that the counselor must be familiar with child and adolescent development. Also, in order to be competent in counseling children, a counselor must frequently participate in trainings, specialized education, and supervised practice (Henderson & Thompson, 2011). Another ethical issue in counseling minors is privacy and confidentiality. According to the American Counseling Association (ACA) (2014) Code of Ethics, when counseling minors a counselors protect the confidentiality of information received (ACA, 2014, B.5.a). Counselors also have responsibilities with the child’s parents such as inform parents about the role of counselors and the confidential nature of the counseling relationship (ACA, 2014, B.5.b). When a counselors needs to release confidential information, he needs to seek permission from the child’s parents, legal guardians, or the appropriate third party in order to disclose the information (ACA, 2014, B.5.c). According to Henderson and Thompson (2011), children have to have their parents’ consent to see a

This paper is a response to a video discussing the issues of confidentiality, privilege, reporting, and duty to warn. This paper looks at these issues and their explanations in the American Counseling Association Code of Ethics as well as the Georgia State Board of Professional Counselor’s ethical guidelines and provides a commentary on the laws. It was found that these issues are not always black and white, but there is some debate on these issues. Confidentiality is both an ethical and a legal responsibility yet there are often times when the ethical demands clash with the legal demands. This paper explores some of those crashes and explains what I have learned from the video and the professional and stage guidelines concerning confidentiality and its implications and how I will apply what I have learned into future practice.

The Comprehensive School Counseling Program Notebook which follows the ASCA National Model third edition was created in School Counseling Programs. This notebook is divided into four components as directed by the comprehensive school counseling program: foundation, delivery, management, and accountability. The Foundation section includes my core beliefs, my vision, my mission, rationale, description, and goals of the program at Mountain Home Junior School. Delivery, Management, and Accountability (AR 1.2).

Another important ethical concern that therapists should be aware of is avoiding harm to the client. This is what Ford (2002) refers to as the principle of beneficence. Under this ethical principle, counselors take reasonable measures to ensure that they act in the interest of all the group members. They should also avoid indulging in actions that can harm the clients physically, psychologically or emotionally. As Pope & Vetter (1992) rightly point out, group counselors have the responsibility of protecting the welfare of every individual group member in addition to ensuring that the group functions in a manner that benefits all the clients involved. It is worth mentioning that the potential for harm in the group therapy is higher than in individual counseling because of the multiple interactions between clients and the therapist (Shapiro & Ginzberg, 2006).

The process of writing this paper has given me the opportunity to reflect on my beliefs about school counseling. As I am just beginning the school counseling program and my beliefs are still evolving, I have a foundation to build upon as I learn more through my coursework and experiences as a practicing school

In this paper I will identify the need for the group that was chosen. Part of the discussion will concentrate on the three key values used in the group approach with this population. The other will address models and theories of group practice, and the approach used by this group. The paper will also look at the key challenges or obstacles in group interventions with this population. Using the worksheet planning guide for social work group’s eight headings will be discussed. Briefly the readings from the course syllabus will be used in the development plan and incorporated in the paper will be the plans for an initial group session. Based on the skills inventory three critical skills will be addressed. Lastly a critique of a proposed group will be conducted.

The purpose of this research paper is to create a group therapy model for adolescents who engage in substance abuse. By using literature and already tested models of group therapy, the goal is create a hybrid of those models while taking out what does not work. The need for this type of group therapy model is evident in the facts about adolescents and substance abuse. This paper will take the reader through all of the steps that are necessary to have an effective group therapy as well as how to run aspect of that group.

Toseland, R. & Rivas, R.(2005). An Introduction to Group Work Practice. United States: Pearson Education, Inc.

Groups may be defined in many ways, indeed providing an absolute definition of a group, as with much of the theory around group work, is highly problematic and contestable. However for the purposes of discussing groupwork within a context of working with young people we may define a group as a small gathering of young people. Group work may simplistically be described as the study and application of the processes and outcomes experienced when a small group comes together.

A group should be small between five to nine persons, so that each one will be able to relate and engage every member in the group. The group is viewed as a system, the condition of any member affects the other (Fatout, 1992).

Working in a group can be beneficial but it can also come with hardship that is if others lack the drive and ability to work together. Working in a group takes effort; it takes psychological support, and cooperation. The foundation of group behaviors is something that can come and go but it takes a lot of effort to keep it going after so long. Although these efforts may come and go it is important to consider what it takes to work within a group, successfully. The article I chose to report on deals with the consequences that can come from those who are working in-group settings. It is important to understand what it takes to be productive and this research does the best it can to tackle those issues. It gives us the information we need to succeed and avoid anything that would go against those successes. One of the biggest concerns within group settings is the

There are many ethical issues that can arise during counseling. One issue that is fairly common is sexual attraction from patient to counselor, counselor to patient, or even in both directions. Even though an attraction may exist, this does not necessarily mean that these instincts will be followed in any inappropriate way. In fact attraction is a natural part of life and is impossible to avoid. However, any fulfillment of these desires is an unethical act that could not only be in violation of the code of ethics that a counselor is bound by, but it could also subject the counselor and their organization to litigation and legal action.

“Group work is a form of voluntary association of members benefiting from cooperative learning that enhances the total output of the activity than when done individually”.

In addition, textbook readings not only expanded my knowledge of social work with groups but also provided knowledge context for our experiences with in-class or external groups. For example, I familiarized myself with the Association for the Advancement of Social Work with Groups, Inc. (AASWG) which is an international professional organization that establishes ethical guidelines for group counselors. The standards are described in six sections which underline the changes in the worker’s tasks relevant to changing and evolving of the group. (Association for the Advancement of Social Work with Groups, Inc., 2012).