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Week 5 Homework:
1. (A) What are some of the strategies you would employ to initiate and facilitate a discussion about the distinction between self-disclosure as a boundary crossing or boundary violation in your treatment team?
I would start with defining informed consent/boundary and role expectations/boundary crossing/boundary violation. Give examples of each. Give an example of a boundary violation per State Board and rational. Introduce guidelines to increase awareness of what might be a boundary crossing.
(B) Which of the supervisor roles (consultant, advisor, guide, mentor, professional colleague, and educator) fits with your values and supervisory style? Guide, educator, professional colleague
Which of these stances would you take in the conversation with the team and why? As a guide/educator/professional colleague I would use the code of ethics to guide and educate using the ethical standards and apply to case studies. Teach a problem solving model to utilize with ethical dilemmas. As a professional colleague seek skills of each clinician participating, listen to the discussion, and work as a team in applying ethical principles to an issue. Respect of each individual and create an environment of thoughtful exploration with an end result of learning new ways to practice ethically.
2. Describe 2-3 useful ideas and/or strategies about supervision and ethics that you have learned or been reminded of over the course of the past 5 weeks that you would like to bring back to your colleagues, supervisees, supervisor, administrators, etc. How do you envision integrating these ideas into your work?
1. The 5 levels of informed consent (Flavy) Especially #4 that the clinician is under the supervision of named individual. In supervision clients are deidenfied, however, while clients may be informed of consulting on a matter, the name of the consultant may not be idenfied. I am looking at adding the name of the consultant on the consent for treatment form. Giving the client opportunity to question what that might mean in the therapeutic relationship.
2. Reviewing beneficence/malfeasance/justice regularly in resolving ethical dilemmas. Using the example of the social work board finding of the very vulnerable adult and the 4 indicators of potential boundary issues. Reinforcing the need to bring to supervision any issue that a supervisee has doubt about regardless of how simple or unimportant it might seem. The unimportant or small can be wonderful learning opportunities and are a very important part of professional growth and risk management.