AAMFT: Decision Making The AAMFT includes a section in the Code of Ethics (2015) concerning decision making, though it does not prescribe a specific model to follow. Their guidance on this matter is as follows: Ethical Decision-Making Both law and ethics govern the practice of marriage and family therapy. When making decisions regarding professional behavior, marriage and family therapists must consider the AAMFT Code of Ethics and applicable laws and regulations. If the AAMFT Code of Ethics prescribes a standard higher than that required by law, marriage and family therapists must meet the higher standard of the AAMFT Code of Ethics. Marriage and family therapists comply with the mandates of law but make known their ASCA Standards for Decision Making (ASCA, 2022) The ASCA includes the following standard on decision making to find a solution to an ethical dilemma. This standard provides a detailed description of steps to follow and is based on the same foundational principals as the When faced with an ethical dilemma, school counselors and school counseling program directors/ supervisors use an ethical decision-making model a. Define the ethical dilemma. b. Identify potential cultural, religious and worldview factors and power dynamics that are present within a potential ethical dilemma. c. Apply the ASCA Ethical Standards for School Counselors and the relevant district policies and procedures. d. Consult with appropriate professionals (e.g., supervisors, other student service professionals, school counseling peers, cultural experts). e. Consider the student’s chronological age and developmental level. f. Consider parental/guardian and student rights. g. Apply the ethical principles of: ACA decision making model. F. Ethical Decision-Making American Psychology Association The American Psychology Association (2023) defines the decision-making model of counseling as: An approach that envisions counseling as a process with three stages: the problem definition phase, the work phase, and the action phase. The problem definition phase considers alternative definitions of the client’s presenting problem and encourages him or her to commit to one of these. During the work phase, the counselor helps the client to look at the problem from different perspectives and to consider solutions to it. In the action phase, the client chooses a solution and tests it in the home environment. Shared Decision Making Shared decision-making (SDM) models involve the counselor working together with the client to make decisions. The counselor’s role is to assist or guide the client to choose solution(s) to their problem after working through a decision-making process that relies on evidenced-based information shared by the counselor. The client considers their needs, opinions, values, and preferences as they work through the decision-making process to clarify the problem and identify possible solutions. The counselor can present information on alternatives for possible solutions, help the client investigate options, and
commitment to the AAMFT Code of Ethics and take steps to resolve the conflict in a responsible manner. The AAMFT supports legal mandates for reporting of alleged unethical conduct. Marriage and family therapists remain accountable to the AAMFT Code of Ethics when acting as members or employees of organizations. If the mandates of an organization with which a marriage and family therapist is affiliated, through employment, contract or otherwise, conflict with the AAMFT Code of Ethics, marriage and family therapists make known to the organization their commitment to the AAMFT Code of Ethics and take reasonable steps to resolve the conflict in a way that allows the fullest adherence to the Code of Ethics. ■ Beneficence: working for the good of the individual and society by promoting mental health and well-being ■ Autonomy: fostering the right to control the direction of one’s life ■ Nonmaleficence: avoiding actions that cause harm ■ Justice: treating individuals equitably and fostering fairness and equality ■ Fidelity: honoring commitments and keeping promises, including fulfilling one’s responsibilities of trust in professional relationships ■ Veracity: dealing truthfully with individuals with whom school counselors come into professional contact h. Determine potential courses of action and their consequences. i. Evaluate the selected action. j. Implement the course of action and analyze the outcome. k. Identify any inconsistencies in school/district policy for potential revision. The model is client centered and encourages them to take different or alternative perspectives to redefine the problem, consider, and choose solutions they will test in a real-world setting. The counselor is there to assist and guide the process, but the client assumes the major responsibility in the decision-making process in each phase. Taking control to reach a solution may empower the client and build confidence for future decision making and problem solving. This model may help the client take ownership of their actions by taking responsibility for the decisions they make and the solutions they choose. This process may lead to improvements in behavior for clients that previously blamed others for their actions or felt powerless to make changes in their life. create an atmosphere of support that encourages the client to express their feelings and concerns. Counselors should answer questions without showing bias toward a particular course of action and help the client compare different alternatives. If the client is having difficulty deciding on a course of action, the counselor may guide them to discuss their concerns or confusion, to help them overcome barriers to reach a decision. Clients may need help to prioritize or clarify their values so they can move forward with a decision. The counselor may assist the client to identify alternatives
Page 75
Book Code: PCTX1326
EliteLearning.com/Counselor
Powered by FlippingBook