1. Ethical Thinking and Practice for Parenting Educators and Other Family Professionals
23rd Annual Prevent Child Abuse Louisiana Conference “Kids are Worth It!”
March 5, 2009
Elizabeth Pearce, M.Ed., Commonwealth Parenting, Richmond, VA,
Dana McDermott, Ph.D., DePaul University, IL,
Betty Cooke , Ph.D., University of Minnesota,

2. Participant Goals Participants will:
Understand the history & different approaches to moral discourse and ethical dialogue underlying the “Ethical Thinking and Practice for Parent and Family Educators” document
Become familiar with the “Ethical Guidelines for Parent and Family Educators” & a process for applying them to ethical dilemmas
Practice applying the guidelines & process to ethical dilemmas through case studies
Learn how the guidelines & process have been used in parenting education programs & university teaching

3. Your own ethical dilemma . . .
On your card, briefly describe a recent incident that you think had ethical implications – required a judgment of right and wrong professional behavior.
What concerns you about it?

4. Why Ethics Work is Important
Parenting educators are working with complex family systems, diverse belief and value systems, and a variety of institutions and agencies.
Many face ethical issues in relative isolation and with limited guidance from an emerging field.
Parenting educators have different degrees of professional preparation and bring different meanings and understandings to ethics.

5. Why Ethics Work is Important (continued)
Our interventions are complex and can be intrusive, and there are more opportunities to do harm.
Ethical guidelines are needed to protect the profession and professionals as well as the public.

6. Why did the Minnesota Council on Family Relations (MCFR) become involved in this work?
Developing ethical guidelines for practice in parenting and family life education is part of the evolution of parenting and family educators as professionals.
Professional identity demands that we clarify our boundaries, especially as we work collaboratively with other professionals who may not understand the scope and limits of our work.
Developing guidelines brings parents/families/ educators/professionals into ongoing dialogue.

7. MCFR Ethical Thinking and Practice for Parent and Family Educators Booklet
The document you have was developed to offer a thoughtful and balanced approach to understanding ethical principles and a concrete process for using them to address difficult ethical issues and dilemmas in parenting and family education.

8. History of MCFR Development of Ethical Guidelines for Practice in Parenting & Family Education
The Parent Education Ethics Committee of the Minnesota Council on Family Education (MCFR) was formed & began work in 1992.
Parenting educators were surveyed, & the committee consulted with ethics experts & reviewed literature on ethics in related fields.
The guidelines & virtues were inductively developed through a1st round of workshops.
The case study process was developed and a 2nd round of workshops was conducted to refine the guidelines & process.

9. History of MCFR Development of Ethical Guidelines for Practice in Parenting & Family Education (cont.)
The booklet was published and further rounds of workshops were held.
MCFR Ethics Committee members presented at state & national conferences.
The document became part of NCFR publications.
The guidelines and process are currently being adapted for use in the NCFR CFLE certification process.

10. What do we mean by an ethical dilemma?
An ethical dilemma characteristically involves conflict between two or more core values within the guiding principles.
It involves more than just a matter of skillful practice or issues around limited skills.
It involves hard choices that force us to give up something important.

11. Integration of Three Approaches to Ethics
Relational Ethics Approach
Principles Approach to Ethics
Virtues Ethics
The MCFR process blends a traditional ethical principles approach with virtues & relational ethics.
The three approaches together provide different but compatible lenses for understanding ethical practice in parenting education.

12. Relational Ethics Approach
Provides a starting place for understanding relationships as the context for making ethical decisions
Allows for careful examination of the multiple relationships that parent and family educators encounter as a step towards applying principles
Provides for a clear understanding of the immediate state of a relationship as well as goals for establishing a caring relationship

13. Relational Ethics Approach (continued)
Provides both process and content for ethical behavior
Provides a guide for action
Goal of relational ethics – striving for caring relationships in all professional interactions

14. Principles Approach to Ethics
Linked to the relational ethics approach by organizing principles around the concept of relationships
Allows parenting educators as a group to articulate important principles that can guide interactions with different populations
Intended to guide parenting educators in everyday decisions and actions

15. Virtues Ethics Provides a more individual lens on ethics
Attempts to fill in a gap in our current way of defining professional behavior that tends to focus more on technical competence than on moral character
Good practice in parenting education should be tied to internal standards of excellence as well as external behavior.
Virtues are “dispositions” to do the right thing.

16. Virtues Ethics (continued)
Defined at two different levels:
Core virtues necessary for every profession such as justice, truthfulness, and courage
Virtues essential for ethical practice in the current social context for parenting education

17. Virtues Ethics (continued)
Three essential virtues have emerged from MCFR discussions with practitioners:
Caring: A disposition to enhance the welfare of family members as agents in their own lives
Prudence/Practical Wisdom: The ability to understand competing needs and decisions based on reflection and consultation
Hope/Optimism: A disposition to look at the strengths of family members and other individuals and to see positive potential in all situations related to family life.

18. Strengths of Multi-Perspective Approach
A balance between the dynamic nature of relationships and the more static nature of principles
A balance between the individual in the context of a relationship and the group in thoughtful reflection of important principles
A balance between wisdom of the past, learnings of the present, and striving to be good in the future

19. Principles of Relational Ethics
The parenting educator’s relationship with individual family members, peers, & the community is both the context & the point of contact for our ethical thinking & actions.
Parenting educators bear the primary responsibility to initiate a relationship built on trust, caring, & understanding.
All relationships have predictable stages of development.

20. Principles of Relational Ethics (continued)
Parenting educators will bring a knowledge base of general principles about children & youth, parenting, & family & community systems to share with family members.
Parenting educators will set boundaries on their relationships with family members & be responsible for potential negative influences of caretaking beyond these limits.

21. Ethical Principles for Parenting Educators
Relationships with Parents & Families
Relationships with Children & Youth
Relationships with Colleagues & the Profession
Relationship with Community/Society

22. Examination of Ethical Dilemmas through Case Studies – Step 1.
Step 1. Identification of Relationships:
Identify important relationships in the situation using the educator role as the primary focal point.
a. What is the relational field – what are all potential relationships in the case?
b. What is the primary caring relationship the educator needs to address in this case? (Examples: educator to family member, educator to group, educator to another staff person)
c. What do we know about this relationship – quality, stage of development, etc.?

23. Examination of Ethical Dilemmas through Case Studies – Step 2.
Step 2. Application of Principles:
Look over the list of principles to identify those that apply to the important relationship(s) in this situation.
Decide which principles may be relevant to guiding ethical behavior.
Are there any additional principles that might apply?
Which are the 3-4 most relevant principles? Why?
(Spend some time alone to select principles before discussing in small group.)

24. Examination of Ethical Dilemmas through Case Studies – Step 3.
Step 3. Identification of Contradictions/Tensions:
What are some potential/actual contradictions or tensions among or between relevant principles?

25. Examination of Ethical Dilemmas through Case Studies – Step 4.
Step 4. Identification of Possible Solutions:
Brainstorm possible actions by the parenting educator – keeping in mind the relationship(s), the relevant principles, and the virtues.

26. Examination of Ethical Dilemmas through Case Studies – Step 5.
Step 5. Selection of Actions:
Select one action or combination of actions to use that reflects adherence to the ethical principles. All of the principles are important and should be addressed in a thoughtful and respectful manner.

27. Application – How to use this approach . . .
As part of parenting educator preparation in institutions of higher education and through other preparation systems
As part of an orientation to a parenting education program/agency
At parenting education program staff meetings to discuss specific ethical dilemmas
As part of building awareness throughout an organization of the importance of ethical thinking underlying practice in parenting education
Others?

28. Return to your our own ethical dilemma . . .
Is it a true ethical dilemma or just an issue related to skillful practice?
If it is an ethical dilemma, can you see how you can apply the guidelines and process to selection of an action or actions to use that will help resolve the situation?

29. References
Alden, A., Cooke, B., & Palm, G. (2009). Ethical thinking and practice for parent and family life educators. In D. J. Bredehoft & M. J. Walcheski (Eds.), Family Life education: Integrating theory and practice (pp ). Minneapolis, MN: National Council on Family Relations.
Doherty, W. J. (1992). Virtues ethics: The person of the therapist. AFTA Newsletter,
Feeney, S. & Kipnis, K. (1985). Public policy report: Professional ethics in early childhood education. Young Children, 40(3),
Kipnis, K. (1987). How to discuss professional ethics. Young Children, 42(4),
Minnesota Council on Family Relations (2000). Ethical thinking and practice for parent and family educators. Minneapolis: Minnesota Council on Family Relations.
Radomski, M. A. (1986). Professionalization of early childhood education. Young Children, 41(5),
Palm, G. (1994, Winter). Developing ethical guidelines for family educators. Views,
Palm, G. (2009). Professional ethics and practice. In D. J. Bredehoft & M. J. Walcheski (Eds.), Family Life education: Integrating theory and practice (pp ). Minneapolis, MN : National Council on Family Relations.