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Code of Professional Ethics for Rehabilitation Counselors

Code of Professional Ethics for Rehabilitation Counselors. Multicultural Ethics in Assessment Planning, Implementation, and Interpretation. CRCC Response to Multicultural Ethics. Fair & equitable treatment Vocational counselor education Academic Practical application

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Code of Professional Ethics for Rehabilitation Counselors

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  1. Code of Professional Ethics for Rehabilitation Counselors Multicultural Ethics in Assessment Planning, Implementation, and Interpretation

  2. CRCC Response to Multicultural Ethics • Fair & equitable treatment • Vocational counselor education • Academic • Practical application • Understanding of CRCC Ethics and the Standards of Multicultural Assessment

  3. Section G.1. Informed Consent Cultural implications of planning a. Explanation to clients—different languages 1. Cyclical 2. Recommendations by Dana (1996) b. Recipients of results—cultural implications

  4. Section G.3. Proper Diagnosis of Mental Disorders • Extremely important to have correct diagnosisleads to correct programs, services, etc. • Symptoms manifest differently based on culture • Cultural norms • Cultural sensitivity

  5. G.4. Competence to Use and Interpret Tests • Must be qualified • Used appropriately • Accurate information

  6. Competence Definition Level A Tests Nonpsychologist Level B Tests Advanced coursework required (in psychology or related field) Level C Tests Advanced degree or licensure

  7. Section G.5. Test Selection • Cultural implications • Differences in cultures • Appropriateness according to culture • Validity • Reliability • Limitations • CAUTION!

  8. Section G.6. Conditions of Test Administration • Accustomed to different environments • Comfortableness of the client • Best outcomes/results possible

  9. Section G.7. Test Scoring and Interpretation • Assessments not always normed in the culture of the consumer • Effects of age, race, ethnicity, disability, etc.

  10. Section H: Teaching, Supervision and Training • Focus is put on competence of test interpreters • Most tests require a certain level of competency (ie. Rorschach) • Refraining from cultural bias

  11. Section H.3. Roles and Relationships With Supervisees or Trainees • Exploitative Relationships • Authoritative stereotype • Comfort of the client

  12. Case Study- “Amina” Amina is a 26 year old woman who was born in a small African village in Sudan that is struggling in the midst of wars and conflict among its people. She and her husband moved to the United States seeking refuge and a new start. Amina was able to gain a great deal of education despite her circumstances and was able to receive the equivalent of a high school diploma and attended the Ahfad University for Women to become a teacher in rural areas, but is having difficulties getting this education accepted in the United States. Amina suffered from severe violence during the civil conflicts and recently tested positive for HIV and has PTSD from her experiences. Amina has poor English (which impacts her testing abilities) but she is determined to find work. She and her husband are Islamic and her husband wants her to maintain her cultural identity and religious beliefs in her work. She has come to you to help her to find a job which will work with her despite her disability. You have no experience with individuals from Sudan or of the Islamic faith and are concerned about her having HIV, how do you ethically proceed to provide her with the assistance and direction that she seeks?

  13. Case study & Questions "Amina” Question 1: Given this case what mental health problems would you hypothesize may be present? Question 2: How would you go about evaluating this? Question 3: Assuming that there are mental health issues here, what are the ramifications in the clients life, and in the approach to treatment?

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