Ethics and Values
In all professions, the concepts of ethics and values are important; however, in the Human Services field, there can be a higher level of discomfort that arises. Early in the program, I was able to grasp the reality that my personal ethics and values may differ with the profession and even the organization that I work for in the future. It is very critical to understand and articulate my own values and ethics before moving into the field. When I understand my worldview, then I have the freedom to understand others. There may be choices I need to make in the future about whether I can work for an organization or have a client with views that differ so greatly from my own, and moving through the Human Services program opened my mind to a variety of perspectives and views in life that are different from my own.
Although personal ethics and values are important, there is a foundation of ethics for the overall profession that guides professionals in a variety of agencies. One crucial value that guides the practice is client-centered change (CSHSE, 2009, Standard 19: Client-Related Values and Attitudes). This concept incorporates a variety of attitudes about working with others. Client self-determination is one of these cornerstones. In the work I’ve done in the past care giving, I was familiar with the concept, but it was beneficial to really research and experience it through my internships and class assignments. In HSP 455, Diversity and Social Justice Dynamics, I researched some of the milestones among the community of people with developmental disabilities. The self-determination concept is one that paved the way for the Disability Rights Movement that gave birth to the People First Movement (NOHS, 2009, Statement 8: Self-determination; HSP 455 Research Paper).
Another important aspect of client-centered change is maintaining confidentiality of information, written and verbally. Clients have the right to keep their information private, unless there is a concern that they would be a danger to themselves or others. In that case, as mandated reporters, we would have to report the situation. This reality is shared with clients at the beginning of any session as a way to provide informed consent (NOHS, 2009, Statement 1: Informed Consent). In all other cases, confidentiality is a legal and ethical obligation for Human Services professionals (CSHSE, 2009, Standard 19: Client-Related Values and Attitudes; NOHS, 2009, Standard 3 & 5: Confidentiality). For example, in HSP 325, Interviewing for Human Services, I gave the individual I was interviewing an explanation of informed consent and confidentiality. He decided to keep the interview private just for my professor and classmates, rather than posting it openly on youtube.com for anyone to see (HSP 325 Interview Paper).
Another example when I practiced confidentiality was in my internship at Dorothy Place. I used pseudo-names for the women at the shelter in my journaling, and I was able to observe the case managers’ professionalism with keeping client information confidential. They would lock files in their offices, and when I went on home visits, they always checked with the clients first to make sure they were comfortable having an extra person observe. Also, as hard as it was for me, when I would see clients outside of Dorothy Place, I wouldn’t engage in conversation unless they did first (CSHSE, 2009, Standard 21: Field Experience; HSP 341 Summative Observation and Reflection Paper).
In addition to self-determination and confidentiality, clients’ worth and strengths need to guide the helping process (CSHSE, 2009, Standard 19: Client-Related Values and Attitudes; NOHS, 2009, Statements 2 & 9: Client Respect and Strengths). Professionals need to recognize how unique and important every individual is, and commit to supporting their desire for change by building on their strengths. For example, in HSP 345, Case Management and Interventions, we were able to practice client-centered change through role-plays and wrote about how the National Organization for Human Services (NOHS) ethical standards will guide and frame our practice in the field (HSP 345 Final Paper). When people are encouraged and uplifted to see their strengths, they are able to dream and envision what their future may hold. All people have different viewpoints, skill sets, diverse perspectives, and something to offer the world. We all have parts to our identities that create our whole beings. The pieces join together to make a person; we are complex and have so many expressions of diversity to share with each other (CSHSE, 2009, Standard 19: Client-Related Values and Attitudes; NOHS, 2009, Statement 2: Client Respect; HSP 455 Reading Response #1).
When client strengths are acknowledged, professionals can make the step to believe and recognize that individuals can change. This mindset is of utmost importance in working in the Human Services field. One needs to be hopeful and understand that individuals, systems, and the overall society can change (CSHSE, 2009, Standard 19: Client-Related Values and Attitudes). Without this sense and vision for systems-change, the work done will be in vain. Along with this mindset, professionals have the responsibility to be informed of social issues and how the community is impacted by what’s happening (NOHS, 2009, Statement 11: Keep Informed). Since all systems are connected, change in any arena can affect other systems (CSHSE, 2009, Standard 12: Human Systems). In fact, at times, it is a group effort that stimulates change within a system. Whether a community of passionate organizers, or just a small group working on a project, there is movement that can happen with collaboration (HSP 404, Homework #3; HSP 305, Group Process Paper).
Human Services professionals have client-centered change ethical obligations, as well as commitments to uphold professional boundaries with clients and co-workers (CSHSE, 2009, Standard 19: Client-Related Values and Attitudes). One example of professional boundaries with clients is refraining from dual relationships (NOHS, 2009, Statement 6: Dual Relationships). The professional and client relationship holds an unequal amount of status and power, and therefore, needs to be protected and used wisely. When boundaries are set between parties, the relationship can be productive and there won’t be any danger of harm or exploitation. I had to practice healthy boundaries with all the clients and residents I worked with through my internships, however; I did have a challenge present itself with a co-worker. In my internship at The Willows, I had a friend who was one of the Program Assistants. We had to find a balance of keeping on task in the office, rather than talking about our personal lives and mixing our friendship with our work environment (CSHSE, 2009, Standard 21: Field Experience, HSP 440 Reflective Writing—Week 3).
Along with recognizing the danger of dual relationships, there also is an ethical obligation to know the scope of one’s professional knowledge (NOHS, 2009, Statement 26: Scope of Knowledge). As I move into the Human Services field, I will still be generalist. I do not have specific education in a discipline, and I recognize my knowledge and abilities are limited. Along with this reality, I have the ethical obligation to only offer services within my knowledge base. I was able to further my understanding of this concept through HSP 340, Practicum and Seminar 1, by evaluating a case study for ethical issues (HSP 340 A Case Study for Ethical and Legal Considerations).
Professional boundaries also need to be present with colleagues and co-workers. It is important to solve conflicts that arise with the colleague first, and then seek help from others if there is a need (NOHS, 2009, Statement 23: Conflict). I didn’t necessarily have a conflict with my supervisor, but I did have a need to have a confronting conversation. Since The Willows had never had an intern before, it was difficult at times to know how I should be best used. My supervisor didn’t want to overwhelm me with tasks, however; I ended up feeling useless occasionally. I recognized in the first few weeks that I would need to have a conversation with her about my vision and desire for my internship experience. The conversation went phenomenally, and I was able to shift my direction in order to have a more fulfilling experience (CSHSE, 2009, Standard 21: Field Experience; HSP 440 Reflective Writing—Week 3).
The overall Human Services profession has foundational values and ethics, but it’s important to explore our own set of beliefs, values, and ethics as professionals. When we can articulate where we stand on our personal values, we are able to recognize our bias and hold them lightly as we work with others. This self-development and exploration was integral to start the Human Services program in HSP 301, Human Services Professionals and Personal Systems (CSHSE, 2009, Standard 20: Self-Development). This process of self-discovery was threaded through the program, but began as we presented our Identity Projects. I was able to see myself as part of many systems and recognize all the ways I am connected to others around me (HSP 301 Identity Notes).
As personal systems are analyzed, it is important to clarify values and be aware of diversity (CSHSE, 2009, Standard 20: Self-Development). I had the opportunity to analyze my motivations for entering the helping profession in HSP 345, Case Management and Interventions. I am a follower of Jesus Christ, and my passion and heart is to love and serve others because He gave His life for me first in the ultimate act of love and sacrifice. As my work flows from my faith, I understand my purpose for helping others and yet, I’m also aware that not everyone will share my beliefs (HSP 345 Puzzles of Existence). In addition to my motivation to help, I was also able to explore my heritage and diversity. Through HSP 455, Diversity and Social Justice Dynamics, we wrestled with the reality of privilege and oppression. I was able to recognize the deep privilege I have been handed in many ways. I am Caucasian, heterosexual, middle class, and follower of Christ, with no physical or developmental disabilities. However, I am a woman, which has given me some glimpse into what historical oppression feels like in a small way. In our heritage papers, we were able to all articulate where our ancestors came from and recognize that we are immigrants to this country unless we are Native American (HSP 455 Heritage Paper).
Through the program, I have been able to recognize my personal values and also grow with some of my previous ideas. After learning concepts of dwelling in uncertainty, collective learning, and practicing steadfastness in HSP 301, Human Services Professionals and Personal Systems, I was able to begin to cultivate my professional self and perspective on helping (HSP 303 A Process Individual Paper). I was able to develop my professional self even further through my last internship at the Whatcom Council on Aging, where I worked on fund development. I actually wrote a grant that the organization received for $14,000 (CSHSE, 2009, Standard 21: Field Experience; HSP 440 Summative Reflection Paper).
Lifelong learning and development is key to becoming a Human Services professional, and the foundation of ethics and values needs to be laid in order to practice well. In addition to the profession’s ethics, it is also important to establish one’s personal values along with self-care. Through the various courses and internships, I have begun my professional journey with a strong foundation laid in ethics and values.
References
Council for Standards in Human Service Education (CSHSE). (2009).
CSHSE national standards for human services education. Available from:
http://www.cshse.org.standards.html
National Organization for Human Services (NOHS). (2009). Ethical standards for human
service professionals. Retrieved from http://www.nationalhumanservices.org/ethical-
standards-for-hs-professionals
In all professions, the concepts of ethics and values are important; however, in the Human Services field, there can be a higher level of discomfort that arises. Early in the program, I was able to grasp the reality that my personal ethics and values may differ with the profession and even the organization that I work for in the future. It is very critical to understand and articulate my own values and ethics before moving into the field. When I understand my worldview, then I have the freedom to understand others. There may be choices I need to make in the future about whether I can work for an organization or have a client with views that differ so greatly from my own, and moving through the Human Services program opened my mind to a variety of perspectives and views in life that are different from my own.
Although personal ethics and values are important, there is a foundation of ethics for the overall profession that guides professionals in a variety of agencies. One crucial value that guides the practice is client-centered change (CSHSE, 2009, Standard 19: Client-Related Values and Attitudes). This concept incorporates a variety of attitudes about working with others. Client self-determination is one of these cornerstones. In the work I’ve done in the past care giving, I was familiar with the concept, but it was beneficial to really research and experience it through my internships and class assignments. In HSP 455, Diversity and Social Justice Dynamics, I researched some of the milestones among the community of people with developmental disabilities. The self-determination concept is one that paved the way for the Disability Rights Movement that gave birth to the People First Movement (NOHS, 2009, Statement 8: Self-determination; HSP 455 Research Paper).
Another important aspect of client-centered change is maintaining confidentiality of information, written and verbally. Clients have the right to keep their information private, unless there is a concern that they would be a danger to themselves or others. In that case, as mandated reporters, we would have to report the situation. This reality is shared with clients at the beginning of any session as a way to provide informed consent (NOHS, 2009, Statement 1: Informed Consent). In all other cases, confidentiality is a legal and ethical obligation for Human Services professionals (CSHSE, 2009, Standard 19: Client-Related Values and Attitudes; NOHS, 2009, Standard 3 & 5: Confidentiality). For example, in HSP 325, Interviewing for Human Services, I gave the individual I was interviewing an explanation of informed consent and confidentiality. He decided to keep the interview private just for my professor and classmates, rather than posting it openly on youtube.com for anyone to see (HSP 325 Interview Paper).
Another example when I practiced confidentiality was in my internship at Dorothy Place. I used pseudo-names for the women at the shelter in my journaling, and I was able to observe the case managers’ professionalism with keeping client information confidential. They would lock files in their offices, and when I went on home visits, they always checked with the clients first to make sure they were comfortable having an extra person observe. Also, as hard as it was for me, when I would see clients outside of Dorothy Place, I wouldn’t engage in conversation unless they did first (CSHSE, 2009, Standard 21: Field Experience; HSP 341 Summative Observation and Reflection Paper).
In addition to self-determination and confidentiality, clients’ worth and strengths need to guide the helping process (CSHSE, 2009, Standard 19: Client-Related Values and Attitudes; NOHS, 2009, Statements 2 & 9: Client Respect and Strengths). Professionals need to recognize how unique and important every individual is, and commit to supporting their desire for change by building on their strengths. For example, in HSP 345, Case Management and Interventions, we were able to practice client-centered change through role-plays and wrote about how the National Organization for Human Services (NOHS) ethical standards will guide and frame our practice in the field (HSP 345 Final Paper). When people are encouraged and uplifted to see their strengths, they are able to dream and envision what their future may hold. All people have different viewpoints, skill sets, diverse perspectives, and something to offer the world. We all have parts to our identities that create our whole beings. The pieces join together to make a person; we are complex and have so many expressions of diversity to share with each other (CSHSE, 2009, Standard 19: Client-Related Values and Attitudes; NOHS, 2009, Statement 2: Client Respect; HSP 455 Reading Response #1).
When client strengths are acknowledged, professionals can make the step to believe and recognize that individuals can change. This mindset is of utmost importance in working in the Human Services field. One needs to be hopeful and understand that individuals, systems, and the overall society can change (CSHSE, 2009, Standard 19: Client-Related Values and Attitudes). Without this sense and vision for systems-change, the work done will be in vain. Along with this mindset, professionals have the responsibility to be informed of social issues and how the community is impacted by what’s happening (NOHS, 2009, Statement 11: Keep Informed). Since all systems are connected, change in any arena can affect other systems (CSHSE, 2009, Standard 12: Human Systems). In fact, at times, it is a group effort that stimulates change within a system. Whether a community of passionate organizers, or just a small group working on a project, there is movement that can happen with collaboration (HSP 404, Homework #3; HSP 305, Group Process Paper).
Human Services professionals have client-centered change ethical obligations, as well as commitments to uphold professional boundaries with clients and co-workers (CSHSE, 2009, Standard 19: Client-Related Values and Attitudes). One example of professional boundaries with clients is refraining from dual relationships (NOHS, 2009, Statement 6: Dual Relationships). The professional and client relationship holds an unequal amount of status and power, and therefore, needs to be protected and used wisely. When boundaries are set between parties, the relationship can be productive and there won’t be any danger of harm or exploitation. I had to practice healthy boundaries with all the clients and residents I worked with through my internships, however; I did have a challenge present itself with a co-worker. In my internship at The Willows, I had a friend who was one of the Program Assistants. We had to find a balance of keeping on task in the office, rather than talking about our personal lives and mixing our friendship with our work environment (CSHSE, 2009, Standard 21: Field Experience, HSP 440 Reflective Writing—Week 3).
Along with recognizing the danger of dual relationships, there also is an ethical obligation to know the scope of one’s professional knowledge (NOHS, 2009, Statement 26: Scope of Knowledge). As I move into the Human Services field, I will still be generalist. I do not have specific education in a discipline, and I recognize my knowledge and abilities are limited. Along with this reality, I have the ethical obligation to only offer services within my knowledge base. I was able to further my understanding of this concept through HSP 340, Practicum and Seminar 1, by evaluating a case study for ethical issues (HSP 340 A Case Study for Ethical and Legal Considerations).
Professional boundaries also need to be present with colleagues and co-workers. It is important to solve conflicts that arise with the colleague first, and then seek help from others if there is a need (NOHS, 2009, Statement 23: Conflict). I didn’t necessarily have a conflict with my supervisor, but I did have a need to have a confronting conversation. Since The Willows had never had an intern before, it was difficult at times to know how I should be best used. My supervisor didn’t want to overwhelm me with tasks, however; I ended up feeling useless occasionally. I recognized in the first few weeks that I would need to have a conversation with her about my vision and desire for my internship experience. The conversation went phenomenally, and I was able to shift my direction in order to have a more fulfilling experience (CSHSE, 2009, Standard 21: Field Experience; HSP 440 Reflective Writing—Week 3).
The overall Human Services profession has foundational values and ethics, but it’s important to explore our own set of beliefs, values, and ethics as professionals. When we can articulate where we stand on our personal values, we are able to recognize our bias and hold them lightly as we work with others. This self-development and exploration was integral to start the Human Services program in HSP 301, Human Services Professionals and Personal Systems (CSHSE, 2009, Standard 20: Self-Development). This process of self-discovery was threaded through the program, but began as we presented our Identity Projects. I was able to see myself as part of many systems and recognize all the ways I am connected to others around me (HSP 301 Identity Notes).
As personal systems are analyzed, it is important to clarify values and be aware of diversity (CSHSE, 2009, Standard 20: Self-Development). I had the opportunity to analyze my motivations for entering the helping profession in HSP 345, Case Management and Interventions. I am a follower of Jesus Christ, and my passion and heart is to love and serve others because He gave His life for me first in the ultimate act of love and sacrifice. As my work flows from my faith, I understand my purpose for helping others and yet, I’m also aware that not everyone will share my beliefs (HSP 345 Puzzles of Existence). In addition to my motivation to help, I was also able to explore my heritage and diversity. Through HSP 455, Diversity and Social Justice Dynamics, we wrestled with the reality of privilege and oppression. I was able to recognize the deep privilege I have been handed in many ways. I am Caucasian, heterosexual, middle class, and follower of Christ, with no physical or developmental disabilities. However, I am a woman, which has given me some glimpse into what historical oppression feels like in a small way. In our heritage papers, we were able to all articulate where our ancestors came from and recognize that we are immigrants to this country unless we are Native American (HSP 455 Heritage Paper).
Through the program, I have been able to recognize my personal values and also grow with some of my previous ideas. After learning concepts of dwelling in uncertainty, collective learning, and practicing steadfastness in HSP 301, Human Services Professionals and Personal Systems, I was able to begin to cultivate my professional self and perspective on helping (HSP 303 A Process Individual Paper). I was able to develop my professional self even further through my last internship at the Whatcom Council on Aging, where I worked on fund development. I actually wrote a grant that the organization received for $14,000 (CSHSE, 2009, Standard 21: Field Experience; HSP 440 Summative Reflection Paper).
Lifelong learning and development is key to becoming a Human Services professional, and the foundation of ethics and values needs to be laid in order to practice well. In addition to the profession’s ethics, it is also important to establish one’s personal values along with self-care. Through the various courses and internships, I have begun my professional journey with a strong foundation laid in ethics and values.
References
Council for Standards in Human Service Education (CSHSE). (2009).
CSHSE national standards for human services education. Available from:
http://www.cshse.org.standards.html
National Organization for Human Services (NOHS). (2009). Ethical standards for human
service professionals. Retrieved from http://www.nationalhumanservices.org/ethical-
standards-for-hs-professionals