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Foundations, ethics
Foundations, Ethics and Professional Issues
| Term | Definition |
|---|---|
| Autonomy | Independence, right to personal choice |
| Beneficence | to do good, act in best interest for client |
| Nonmalficence | do no harm |
| Justice | act in fair and impartial way |
| Fidelity | faithfulness, keep promises, honor trust |
| Verocity | to be honest |
| acceptance | emotional recognition of a traumatic event. response to the realization that an event happened and had unavoidable effects. |
| Adjustment | process of adapting activities, beliefs, values, goals, and other elements to a specific situation. |
| depression | emotional response of intense sadness. apathy, despair, grief, and helplessness. |
| denial | refusal to accept that certain proven facts are true. |
| anger | an agressive or hostile emotional reaction. Could present as guilt, irritation, manipulation, rage, resentment, and a willingness to injure oneself or others. |
| anxiety | emotional response of extreme fear, nervousness, or panic. symptoms include:headaches, fatigue, chest pain, heart palpatations, increased sweating, upset stomach, nausea, panic attacks, trembling |
| poor class | nable to obtain the necessary resources for survival without significant financial aid |
| working poor class | able to obtain some of the essential resources, but lives below the poverty line |
| working class | able to obtain most, if not all the resources needed for survival and is living above the federal poverty line |
| lower middle class | earns more than the national average from a non-professional occupation |
| upper middle class | earns more than the national average from a profession |
| upper class | top 10% of earnings in the US |
| 4 areas of concern in counselor/client relationship | reatment plan devied with input from both, close monitoring to determine if readjustment or revising is needed, goals should be realistic and attainable, must consider conomic resources, transportation and social support of client |
| basic philosophical principles that are used to define client's role | client must remain involved in the process at all times, a client must recognize their beliefs and/or feelings may affect their function, be willing to accept help |
| 4 main types of advocacy | single disability/singe issue groups, single disability/multi issue groups, multi disability/single issue groups, multi disability/multi issue group |
| advocacy | process of encouraging others to alter the environment so that disabled people can function more effectively. the attempt to change how society interacts with disabled people |
| empowerment | a state in which a person or group can control how they live and has the skills and knowledge to live without adversely affecting the lives of others. |
| 5 actions a counselor takes to be an effective disability advocate | a counselor must encourage people, employers etc. to act in the interest of thedisabled, encourage clients to represent their interests, work with emloyers to identify environmental barriers, help disabled people can access services, promote accomadation |
| Tarasoff vs. Board of Regents of the University of California | case for duty to warn basis |
| duty to warn | counselors resonsibility to take appropriate action when they learn about an impendinf danger |
| scope of practice | a counselor should not provide counseling in an area for which they are not trained |
| client right to privacy | only violated when duty to warn, abuse, court orders |
| 3 factors that determine whether a superviosr and counselor can work together | bility to agree on goals, ability to agree on methods, ability to cooperate |
| clinical supervision | a process in which an organization monitors and evaluates the performance of the counselors it employs |
| cllient-counselor conflict of interest in non professional relationships | avoid relationships in counseling, no family , emploer-employer, spouse, child. if gray area seek consultation |
| Effective supervisor actions | encourages others to be open to criticism, cooperates with others , demonstrates attributes nd skills, discusses problems as they arise |
| mandatory guidelines | must be followed o avoid personal, legal or criminal difficulties in counseling. referral fees, sex with clietns, conflicts of interest, violations of confidentialtiy |
| aspirational guidelines | moral compulsions to mold behavior in accordance with what is right and proper. cannot be fined, censured, fired, or even chastised |
| recordkeeper ethical rules | must record information required by agency, must refrain from recording sessions, keep all records confidential and secure, do not transfer record without client permission, client can view their own records |
| statement of disclosure | required for new client, tells client about the procedures and practices so they can make an informed choice about counselings. describes hours, billing policy, emergency procedures, techniques used, confidentiality, qualifications |
| clients rights | informed of credentials of counselor, intent and purposes of rehab plan, explained about dignostic testing, right to refuse any services, right to know who sees reports |
| Brinkerhoff's 6 stages of Evaluation | goal setting, program design, program implementation, mediate outcome, intermediate outcomes, imoacts and worth |
| basic philosophical principles of rehab counseling related to treatement planning | counselor tailor treatment to specific needs of client, treat all factors of the disability, client receives treatment until no longer required, give information to client |
| philosophical principles of rehab counseling that defines society role | society ensures equal rights, access to necessary services, access to employment |
| program evaluation | it is a review of a treatment program to determine if a treatment program has achieved the desired outcome |
| Kirkpatrick's four levels of evaluation | reaction level, learning level, behavior and results |
| Kirkpatricks reaction level | a counselor measures each client's eraction to the program through surveys, questionairres, interviews |
| Kirkpatricks learning level | a counselor evaluates the program by testing each ofthe clients to determine wheter they have developed skills and knowledge |
| Kirkpatricks behavior level | counselor evaluate the program by monitoring behavior to make sure skills and knowledge have been acquired |
| Kirkpatricks results level | a counselor evaluates the program by measuring the progress towards original goals |
| intergrated developmental model | Ursula Delworth and CalStoltenberg, describes the way a counselor improves his or her skils throughout the clinical supervision process 8 different domains |
| 8 domains of intergrated develomental model | client assessment, ethics, interpersonal assessment, conceptualiation, intervention, servign people with different needs, understanding and applying rehab theory, treatment planning and goal setting. |
| structured develomental model | ursula delworth, dennis maki, expands on the idm, Includes 8 domains but puts them into 2 subgroups. Primary domain group and the process domain group |
| basic research | conducted in the field of theory and may be only theoretically linked with practical experimentation |
| applied research | practical use of experimental data, data applies to real lief rather than to theory |
| control group | monitored to form a baseline of data and activity. It is NOT manipulated |
| experimental group | independent variables are manipulated.It is studied and measuerd against the data from the control group |
| Rosenthal effect | teacher has high expectations for students, students do better |
| Halo effect | impacts research results when the observer or researcher reacts with personal bias to traits which are not being measured. |
| placebo | substances which are given to an experimental group and which have no chemical or behavioral effect |
| Hawthorne effect | the result of reaction by the research group to the fact that they are test subjects. Test subjects are more conscious and alert |
| Basic ethic rules of research | protect the rights of participants, follow rules of research consistently, responsible for any actions of any person who is under your supervision, minimize harm |
| hypothesis testing | rigourously tested before any scientific rules are made |
| null hypothesis | exists when the researcher's speculation is incorrect. After applying the IV to the experimental group, the scientist with a null hypothesis would find nothing changed |
| construct validity | accurately obtains the information it set out to obtain |
| external validity | provides an accurate representation of a large group |
| internal valitidity | it minimizes error |
| statistical conclusion validity | the information from it can be used to prove or disprove a particular theory |
| treatment evaluation validity | construct, content, criterion validity |
| criterion validity | it can make a reasonable prediction related to the outcome of a particular treatment |
| content validity | it can be used to assess whether the program has heped the client to develop the necessary skills |
| quantitative research study validity | constructing, external , internal statistical conclusion |
| quantitative research strategy | correlational, ex post facto, quai-experimental, true experimental |
| correlational strategy | reaserchers study information that other counselors or researchers have already gathered |
| ex post facto strategy | researchers study information related to the outcome of a treatment process that has already been compeleted by another counselor who has no connection to the research study |
| quasi-experimental strategy | researchers place people into groups based on relevant characteristics |
| true experimental strategy | researchers randomly place a group of people into a control and a treatment group and compare the 2 groups |
| qualitative research strategy -5 | grounded theory, ethnographic, narrative, phenomenological, qualitative case study |
| grounded theory strategy | researchers perform a study to gather information about a particular topic so they can form a theory |
| ethnographic strategy | researchers observe the day to day lives of a particular group of people |
| narrative strategy | researchers attempt to gather information about a particular group of people from the stories that have been told about those people |
| phenomenological strategy | researchers attempt to gather information about a major life event experienced by the group |
| qualitative case study strategy | researchers study a specific action, person, or group to learn more about them |
| 3 characteristics of an effective qualitative research | credibility, dependability and transferability |
| credibility | the ability of a strategy to obtain accurately the information that it was deseigned to obtain |
| dependability | the ability of a strategy to obtain information that will remain relatively consistent from case to case and study to study |
| transferability | the ability of a strategy to obtain the information that the study needs to provide an accurate representation fo a large group of people |
| parsimony | the idea that scientific study should be explained in the simplest possible manner |
| Occam's razor | the philosophical notion that the simplest explanationfor a phenonmenon is usually the correct one |
| indpendent variables | cannot be altered. cannot be changed by the outcome of the experiment |
| dependent variables | can be altered by other conditions. Changes in the dv, are what the scientist looks for in an experiment |
| inductive reasoning | when a person formulates a general rule based on a specific observation or study |
| deductive reasoning | when a person formulates a general rule bases on a long period of observation or study |
| operational | process of describing, setting up and defining a valid reasearch experiment |
| statistical regression | may skew research results and must be taken into consideration when setting up experiments, baseline studies must be done more than once |
| random sampling | involves drawing a research sample from the general population without regard for special strata or characteristics |
| cluster sampling | used when time or conditions don't permit an extended sampling process. researcher uses a preselected cluster of subjects which meets the conditions required by the research |
| horizontal sampling | entire group shares specific characteristics |
| IDEA | Individuals with disabilities education act, gives disabled children and education tailored to their specific needs, any school recieving federal funding |
| IDEA participants | children with autism, hearing impairment, speech impairment, language impairment, learning disability, orthopedic impairment, speech impairment, traumatic brain injury, visual impairment, mentally retardation, emotional distrubance,or other health problem |
| Rehabilitation Act of 1973 | prevent discrimination against disabled. prohibited employers from basing hiring decisions on whether the person was disabled.Only helped people seeking employment fom a federal agency/ contractor that earned more than 10000 from govet. contract |
| AAPD | American Association of People with Disabilities.multi-disability/multi-issue. accessibility, career development, eoe, civil rights |
| ADAPT | American Disabled for Accessible Public Transit. multiple disability/single issue. promote greater access to buses and public transit |
| ASA | Autism Society of America single-disability, multiple issue. promotes education,awarenss and support services |
| Hellen keller National Center | offers rehabiltiation and support services for people who are deaf and blind |
| Independent Living Services for Older People Who are Blind | helps states create support services for the blind over age 55 |
| Randolph Sheppard Vending Facility Program | helpds blind people find and obtain employment related to vending services |
| RSA Rehabilitation Services Administration programs | Hellen Keller National Center, Independent Living Services for Older People who are Blind, Randolph Sheppard Vending Facility Program, Centeres for Indpendent Living program, Independent living State Grants program, Client Assistance Program |
| Projects with Industry | RSA offered, helps disabled find obtain and retain employment |
| NIDRR | National Institution on Disability and Rehabilitation Research, develops new techniques and devices, helps disabled person to perform daily tasks and provides financial support to state agencies, educational institutes to establish research |
| RRTC | Rehabilition Research and Trianing Center, research facility |
| NIDRRresources | Rehabilitation Engineering Research Center and Rehabilitation Research and Training Center |
| ethics and fees | make sure client can afford your fees, inform client of fees, no fees allowed for a referral, a private fee for an agency client, avoid bartering |
| 3 types of advocacy | group, self, and representative |
| Core values of Rehab counseling | 6 core values. ervices based on rehab models that promote cooperation between client and counselor, recognize worth of each person,focus on strengths of client,each person has opportunity, advocate for disabiled person, recognize all obstacles |
| philosophical principles | recognize strenghts ,recognize clients potential,work with professionals,client is part of family, ensure client continues to make progress and work towards goals |
Created by:
monettemonitri
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