1. Ethical Issues in Group Work Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning

2. Professional training standards ◦ knowledge competencies ◦ skill competencies Training for various types of groups ◦ task and work groups ◦ psychoeducational groups ◦ group counseling ◦ group psychotherapy Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Issues and Ethics - Chapter 12 (1)

3. Recommendations ◦ personal psychotherapy ◦ self-exploration groups ◦ participation in a training and supervisory group Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Issues and Ethics - Chapter 12 (2)

4. Group counselors emphasize appreciation, respect, and acceptance in cultural and racial identity for all cultures. Group counselors strive to understand how their cultural background interrelates with people from other cultural backgrounds. Group counselors consider the impact of adverse social, environmental, and political factors in assessing problems and designing interventions. Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Issues and Ethics - Chapter 12 (3)

5. Group counselors acquire the knowledge and skills necessary for effectively working with the diverse range of members in their groups. They seek consultation, supervision, and further education to fill any gaps and remain current. Group counselors are aware of problems involved in stereotyping and avoid making the erroneous assumption that there are no differences between group members from the same ethnic, racial, or other group. Group counselors respect the roles of family and community hierarchies within a client’s culture. Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Issues and Ethics - Chapter 12 (4)

6. Group counselors assist members in determining those instances when their difficulties stem from others’ racism or bias, so they do not inappropriately personalize problems. Group counselors inform members about basic values that are implicit in the group process (such as self-disclosure, reflecting on one’s life, and taking risks) Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Issues and Ethics - Chapter 12 (5)

7. Co-leaders who complement and balance each other can provide useful modeling for members, share responsibilities, and provide mutual support. Drawbacks to the co-leadership model include ineffective communication, competition between leaders, and overdependence on the co-leader. Unresolved conflicts between the leaders can result in splitting within the group. Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Issues and Ethics - Chapter 12 (6)

8. Co-leaders need to be committed to identify and resolve issues that interfere with them working effectively in the group. Supervision should include opportunities for co-leaders to explore their personal beliefs and perspectives about co- facilitation. Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Issues and Ethics - Chapter 12 (7)

9. Informed consent Screening and selection Preparing group participants Involuntary participation Freedom to leave group Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Issues and Ethics - Chapter 12 (8)

10. Psychological risks Confidentiality in groups ◦ exceptions to confidentiality ◦ confidentiality with minors ◦ confidentiality with online groups Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Issues and Ethics - Chapter 12 (9)

11. It is unethical for group leaders to use techniques: ◦ that are unfamiliar ◦ to serve a hidden agenda or enhance power ◦ solely to create an intense atmosphere ◦ to pressure members or deprive them of their dignity Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Issues and Ethics - Chapter 12 (10)

12. ◦ Techniques should have therapeutic purpose. ◦ Techniques should be grounded in a theoretical framework. ◦ Client’s self-exploration should be fostered. ◦ Leaders should modify techniques for culturally diverse clients. ◦ Techniques shouldn’t be used haphazardly. Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Issues and Ethics - Chapter 12 (11)

13. ◦ Techniques should be introduced in timely and sensitive manner. ◦ Group members should be given freedom to participate or pass on experiment. ◦ Group leaders should use techniques they are familiar with. ◦ Leaders should be aware of potential impact of techniques. Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Issues and Ethics - Chapter 12 (12)

14. ◦ In a closed group the task of leaders is to help members review their individual work and the evolving patterns from the first to the final session. ◦ Informed consent involves talking with group members from the beginning of a group experience about the ending and how to terminate productively. Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Issues and Ethics - Chapter 12 (13)

15. ◦ Teach members to give adequate notice when they decide it is time to terminate. ◦ If the member’s intention to leave is not adequately discussed in the group, this can undermine potentially valuable group experiences. ◦ An ideal termination is one that has been mutually agreed upon by the member and the leader and for which there is sufficient time to work through the process of loss and separation. Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Issues and Ethics - Chapter 12 (14)

16. ◦ Assist members who are leaving to review what they have learned in the group and what they intend to do with this learning. ◦ Remaining group members often have reactions about the loss of a member; give them an opportunity to express their thoughts and feelings. Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Issues and Ethics - Chapter 12 (15)