Problem:
You are approached professionally by Elaine, who is the mother of 10-year-old Kyle. Elaine describes Kyle as having a worsening anxiety problem that is impacting every aspect of the family's life. He has had a screening intake interview with the local children's ministry clinical services team, and been placed on a waitlist for service, but he may not be added to their overwhelmed caseload until the next school year. Elaine is desperate to have client receive therapy as soon as possible as suffers daily, and things are not getting better through their own efforts. She says she has read books on childhood anxiety and has tried different techniques, but Kyle seems resistant and she is not sure she is doing the right things. Also, the mother wants to avail services through a registered counsellor so that their extended health care can pay for at least some of Kyle's therapy. You are a master's level counsellor in a small community in which the only other therapeutic services offered locally are two therapists who are not registered and have bachelor's level qualifications and no training in providing treatment for people with anxiety disorders. The other practitioner specializes in adult depression and isThe other practitioner specializes in adult depression and is a registered psychologist, but is approaching retirement and her waitlist is months long. As part of your work, you have treated adults with anxiety disorders, but not children. You are very busy as well, but could fit Kyle in to your schedule. Your main concern is not having worked with child clients before.
Assessors of student performance on this assignment should keep in mind that students' responses to the five decision making framework step questions posed are not meant to be exhaustive, but to show critical, methodical and rigorous application of the principles, ethics and standards that govern professional counselors' conduct in Ontario, vis (OAMHP, CPA):
1. Identification of the individuals and groups potentially affected by the decision.
2. Identification of ethically relevant issues and practices, including the moral rights, values, wellbeing, best interests, and any other relevant characteristics of the individuals and groups involved, as well as the cultural, social, historical, economic, institutional, legal or political context or other circumstances in which the ethical problem arose.
3. Consideration of how one's own biases, external pressures, personal needs, self-interest, or cultural, social, historical, economic, institutional, legal, or political context and background, might influence the development of or choice between courses of action. Need Assignment Help?
4. Development of alternative courses of action.
5. Analysis of likely short-term, ongoing, and long-term risks and benefits of each course of action on the individuals and groups involved or likely to be affected, taking into account relevant individual and cultural, social, historical, economic, institutional, legal, and political contextual factors.
6. Choice of course of action after conscientious application of existing principles, values, and standards (which includes but would not be limited to relevant laws and regulations).
7. Action, with a commitment to assume responsibility for the consequences of the action.
8. Evaluation of the results of the course of action.
9. Assumption of responsibility for consequences of action, including correction of negative consequences, if any, or re-engaging in the decision-making process if the ethical issue is not resolved.
10. Appropriate action, as warranted and feasible, to prevent future occurrences of the dilemma (e.g., communication and problem solving with colleagues and team members or other collaborators; changes in procedures and practices).