Teaching Ethical Decision Making Using Dual Relationship Principles as a Case Example

Boland-Prom, Kim; Anderson, Sandra C.

doi:10.5175/jswe.2005.200303117

Cited by 17 publications

(9 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Rules regarding dual relationships are being re-examined by social workers, clergy, doctors, and marriage and family therapists (Boland-Prom and Anderson, 2005;Gottlieb, 1993;Gripton and Valentich, 2003;Kagel and Giebelhausen, 1994;Kitchener, 1988;Reamer, 2003;Reilly, 2003;Ryder and Hepworth, 1990;Smith and Smith, 2001). The current debate over the permissibility of dual relationships reflects both a continued rigidity and some apparent flexibility within these professions' articulation of appropriate relationships with clients.…”

Section: Professional Boundaries and Dual Relationshipsmentioning

confidence: 99%

“…The interest of the profession and the institutions within which they work to create protection (for themselves and clients) from the potentially exploitive behaviour of workers contributes to a technical and bureaucratized approach to relationships. While social work educators, regulators and those responsible for establishing codes of ethics are becoming more flexible and acknowledging the complexity of managing dual relationships within their codes and regulations (Boland-Prom and Anderson, 2005;Gripton and Valentich, 2003;Reamer, 2003), there is much to be resolved in order to develop a clear understanding of how social workers will (realistically) manage relationships in the best interest of their clients.…”

Section: Professional Boundaries and Dual Relationshipsmentioning

confidence: 99%

See 1 more Smart Citation

Caring, Mutuality and Reciprocity in Social Worker—Client Relationships

Alexander

Charles

2009

Journal of Social Work

View full text Add to dashboard Cite

• Summary: In this article we report the findings of a qualitative study of social workers' experiences of receiving care from their clients to present a case for a re-examination of the social worker—client relationship. • Findings: Participating social workers describe their awareness of the mutuality within their relationships with clients, including an awareness of the care their clients have and express towards them. However, participants report that this openness to mutuality and reciprocity in their relationships with clients is subversive of social work practice norms, which warn against dual relationships. These findings indicate that there is a serious disconnection between social work training and standards, and the ways social workers practice in the field. This puts workers in a potentially untenable position caught between ideals of professional behaviour and their relationships with their clients. • Application: The findings of this study suggest the need for potentially radical shifts in how we conceptualize worker—client relationships within social work practice. We suggest that the accommodation of a theoretical orientation that incorporates an understanding of mutuality of care and the interdependency of identity and human development within all interpersonal relationships provides a significant opportunity to our profession to reexamine how we interact with our clients.

show abstract

Section: Professional Boundaries and Dual Relationshipsmentioning

confidence: 99%

Section: Professional Boundaries and Dual Relationshipsmentioning

confidence: 99%

Caring, Mutuality and Reciprocity in Social Worker—Client Relationships

Alexander

Charles

2009

Journal of Social Work

View full text Add to dashboard Cite

show abstract

“…Similarly, Gray and Gibbons (2007) developed a five-week learning unit on ethical decision-making, with an emphasis on values and ethics, rather than frameworks for logical decisionmaking. Boland-Prom and Anderson (2005) approached teaching ethical decision-making by using dual relationship principles to evaluate complex ethical situations and apply the National Association of Social Workers (NASW) Code of Ethics. Osmo and Landau (2001) asserted that teaching students the value of explicit argumentation in ethical decision-making would better prepare students to justify ethical decisions in practice.…”

Section: Instructional Strategies Used To Teach Ethical Decision Makingmentioning

confidence: 99%

An Exploratory Study Examining Instructional Decisions, Strategies, and Ethics in Social Work Education

Souders¹,

Stefaniak²

2020

JAID

View full text Add to dashboard Cite

Social workers make difficult decisions every day and must do so in keeping with professional ethical standards. This exploratory study examined the types of instructional strategies used to teach social work ethics and ethical decision-making along with the topics of ethics instruction. Using a mixed-methods approach, social work students, educators, and practitioners identified instructional strategies and ethics related topics addressed in social work education. Respondents identified lectures and analysis of ethical dilemmas as the top two instructional strategies. Common ethics related topics among all respondents included boundaries/dual relationships, confidentiality and privacy, as well as sexual relationships with clients. Likewise, respondents indicated confidence in their ability to identify and respond to ethics related issues in practice. Only a minority of respondents indicated that previous training or education was used as a resource to resolve ethical dilemmas. Topics related to social media, technology, and challenges dealing with employers and colleagues were lacking from ethics instruction. Ethics education should include a variety of proven instructional strategies to ensure social workers have the requisite skill and knowledge to resolve ethical dilemmas in practice. Moreover, the complexity of ethical issues and topics of instruction should reflect the nuances of contemporary practice. More research is needed to explore instructional strategies such as think aloud protocols to analyze how social workers resolve ethical dilemmas.

show abstract

“…These environments have been found to pose greater risks, particularly when practitioners are isolated and dilemmas are not discussed openly (Andrews, Griffiths, & Loney, 1995;Endacott et al, 2006;Green, Gregory, & Mason, 2003;Schank & Skovholt, 1997). Training that does exist in the workplace usually focuses on the risk management aspect, that is, the legal implications of professional boundary management rather than the transfer of knowledge and skills relating to critically reflective practice and ethical decision making (Boland-Prom & Anderson, 2005).…”

Section: Introductionmentioning

confidence: 97%

“…Even those professions, such as psychology, psychiatry and social work, which pay more attention to boundary dilemmas in their disciplinary education, report practice dilemmas (Berkman et al, 2000;Garfinkel, Dorian, Sadavoy, & Bagby, 1997;Knapp & Slattery, 2004). When professional boundaries education is discussed it is typically in reference to students (Boland-Prom & Anderson, 2005;Davidson, 2005;Jacobson, 2002;White, 2003).…”

Section: Introductionmentioning

confidence: 97%

Too hot to handle: reflections on professional boundaries in practice

Fronek

Kendall

Ungerer

et al. 2009

Reflective Practice

View full text Add to dashboard Cite

Professional boundaries between practitioners and clients are essential to the delivery of ethical and professional health services yet often prove difficult to address. A research agenda was initiated comprising a literature review, needs assessment, the development, implementation and evaluation of a Professional Boundaries for Health Practitioner (PBHP) training course. This agenda led the authors to critically reflect on the barriers of rumours, dismissiveness and time that were identified to the provision of training in this field. From these reflections, an interprofessional training framework was developed. This paper focuses on the importance of two facets of reflective practice in this process. These were (1) the importance of the integration of reflection and critical thinking skills in practitioner training; (2) critical reflection undertaken by the authors in identifying barriers to practitioner participation in work based training and determining the scope and nature of training that enhances ethical practices and meets practitioner needs.

show abstract

Teaching Ethical Decision Making Using Dual Relationship Principles as a Case Example

Cited by 17 publications

References 22 publications

Caring, Mutuality and Reciprocity in Social Worker—Client Relationships

Caring, Mutuality and Reciprocity in Social Worker—Client Relationships

An Exploratory Study Examining Instructional Decisions, Strategies, and Ethics in Social Work Education

Too hot to handle: reflections on professional boundaries in practice

Contact Info

Product

Resources

About