This morning, I sat
drinking my coffee, and reading the latest news about the famous
octomom, and suddenly I felt a whirlwind of emotions.
1st,
let me begin by saying that I personally would have never consented to
having 6 babies, let alone undergoing a procedure that would create 8
more. So, do not think that I am condoning Nadia’s actions, because I am
not.
However,
the fact is these children are here, and from what I see, this woman
wants the chance to care for them. So, we as a society are faced with a
dilemma. Sure we can do what others want and remove the children, but
what are the grounds for such action, and what type of backlash will
such action create? For instance, if society decides to take these
children simply because Nadia is unemployed, receiving benefits, and
lives in an extremely small house… are we not setting the stage for
population control in America?
The
way I see it, if we allow such actions to happen, we are ultimately
suggesting that our government take control. We are essentially handing
them the power to say that “any” mother who becomes pregnant while on
welfare is unfit to raise her children, and this is simply not true!
Therefore, I am against removing the octuplets unless Nadia does
something completely out of hand, and that does not include receiving
benefits, or living in a home that is too small. After all, there are
“COMPLETE” families in Seattle Washington that live in one room motel
rooms with 4-5-6 kids, and welfare never does a damn thing about it!
This Blog covers a variety of subjects. Please notice that this section is called a Self-Help "Library". In other words, the information found here should only be used as an EDUCATIONAL TOOL for those who wish to know more about the topics. IF you find that you relate to any of our material, we suggest that you seek help from a legal, medical or mental health professional.
Wednesday, February 13, 2013
Teen Deviance and Gang Activity; An Individual Issue
Abstract
Forensic
Psychologists are often called upon to evaluate perplex situations such as teen
deviance or gang involvement. Yet, these issues require a much deeper
investigation than most are willing to give. Therefore, this document will
attempt to dissect and defuse the term gang, examine issues in an individual
manner, and then provide a realistic plan of action that could ideally prevent
further problems.
Teen Deviance and Gang Activity; An Individual Issue
Over the
years, the media has helped to educate the world concerning the damage
associated with teen deviance and gang activity. They have even made it
extremely clear that the levels of teen deviance and/or gang violence have risen
higher and higher with each generation. Unfortunately, the media does not
portray the whole truth! They simply report what they believe will increase
their ratings, which ultimately harms society more.
Therefore,
the question becomes clear; is there better information out there that would
first fill our need for knowledge, secondly help us to understand, and third
ultimately put an end to the destruction of society’s youth? The answer is
YES!
You see,
through the use of forensic psychology one could begin to dissect the situation,
examine each individual issue, and consequently launch a realistic plan of
action. Of course, this requires the individual to keep an open mind, which
first requires the individual to wash away all stereotypes, and return to the
basics. For now, this means accepting the fact that there are two different
definitions associated with the word “gang”. The first definition describes
“a group of people with compatible tastes or mutual interests who gather
together for social reasons (gang, n.d.).” Now, for the most part, these gangs
are relatively harmless and present themselves in “club” form, such as, that
portrayed by the girl/boy scouts, college sororities/fraternities, political
campaigns, or workers unions. To say the least, any time three or more people
come together for a joint cause, they are engaging in “gang” activity
(Daniels, 2008). So, what criteria cause such an activity to become illegal? The
answer to this question might surprise you.
To answer
this question, and make comparison less complex, I have incorporated a visual
aid. The chart below lists several groups, along with the “legal” criteria
used to decide if a group is in fact “gang”/”illegal” related.
|
The Gangs of American Society
|
||||
|
Criteria
|
Group
|
|||
|
Has a recognized name
(Daniels, 2008)
|
Boy/girl scouts
|
Sororities/
Fraternities
|
Workers Unions
|
Street Gangs
|
|
Meets/hangs out
(Daniels, 2008)
|
X
|
X
|
X
|
X
|
|
Pass initiation
(Daniels, 2008)
|
X
|
X
|
(Dues)
|
X
|
|
Maintains ranks
(Daniels, 2008)
|
X
|
X
|
X
|
X
|
|
Has a leader
(Daniels, 2008)
|
X
|
X
|
X
|
X
|
|
Specific association
(Daniels, 2008)
|
X
|
X
|
X
|
X
|
|
Claims and defends a
territory (Daniels, 2008)
|
|
X
|
X
|
X
|
|
Uses clothing,
tattoos, colors, symbols (Daniels, 2008)
|
X
|
X
|
X
|
X
|
|
Special handshakes/
nonverbal signs
(Daniels, 2008)
|
|
X
|
|
X
|
|
Special slang (Daniels, 2008)
|
(Chants)
|
(Chants)
|
|
X
|
|
Graffiti (walls, lockers, and
personal items) (Daniels, 2008)
|
X
|
X
|
(Sometimes)
|
X
|
|
Commits crime and/or violent acts (Daniels, 2008)
|
|
(Sometimes)
|
(Sometimes)
|
X
|
Basically,
it does not take long to realize the chart does not discriminate, so any group
that possesses five or more of these characteristics should in fact be
considered equally illegal (Daniels, 2008). In other words, most of us have been
involved in some type of “gang” activity at one time or another. After all,
it is absolutely natural for individuals to seek companionship within group
atmospheres where they feel acceptance. Therefore, rather than examining
“gangs”, I believe it becomes more important to examine society, and the
variables associated with teen deviance in less general approach.
Who,
What, When Where, & Why; The Individual
Between
the ages of ten and twelve, things begin to become complicated for a child. Not
only is he or she facing his or her ever-changing bodies, raging hormones, and
other normal day-to-day challenges, he or she will begin to notice other things
as well. These children will realize that they have more choices/freedoms, and
such independence is not without consequence. You see, it is at this age that
peers begin to split onto cliques, stereotypes form, and prejudice seems to take
over. Therefore, a once healthy child could begin to struggle
with issues of identity, jealousy, respect,
acceptance, and self-worth. (Margolis, 2000). (Leading
to the child becoming a bully or a victim of a bully). Matter a fact;
this can be the beginning of an emotional roller coaster for the child, his or
her parents, and society; especially if this child is left without guidance and
is deemed socially unacceptable.
Of
course, it is kind of hard to distinguish what constitutes the “norm” when
today’s society is a collage of different fashions, which means it is even
more important to understand that a child could lead an invisible socially
unacceptable life. In other words, we may not notice the signs until the child
does poor in school, refuses to associate with others, increases their defiance
toward authority figures, or worse; drops out of school and/or engages in
criminal activity (Daniels, 2008), which by then it is too late.
So, what
causes children to act out and become deviant? The fact is I am not really sure
if anyone truly knows. You see, some claim the problem starts in infancy, and
that parental ties are to blame (Daniels, 2008). Others want to believe that the
media turns our babies into radical teen killers, and still others believe
peer-pressure has the control (Daniels, 2008). Personally, I feel that these are
simply variables for a very complicated puzzle. Sure there may be correlations,
but unless the outcome is always the same, I highly doubt that these variables
actually cause anything. Therefore, I believe we need to back up and regroup,
maybe even begin with an examination of youth literature.
Have you
ever browsed the children’s section of a library? If you have, you may have
noticed that there are many books geared toward
young readers that explain childhood issues such as shyness, anger, and courage.
There are even books that are meant to assist these young children as they deal
with insults and self discipline. However, there does not seem to be many books
geared toward the adolescent reader; thus leading me to wonder why! After all,
it is the pre/teen that seems to have the most hardship when it comes to the
expectations of society. What I am saying is that the teaching of societies
values should not end in preschool. We must be willing to acknowledge and accept
responsibility for our children’s feelings and experiences. This means that we
must continually provide our children with unconditional love, guidance, and
support; including various types of informational publications.
Take for
instance a shy child. Sure, shyness is natural. For that matter, it is so
natural that everyone will experience a touch of shyness at one point or another
(Althea-1, 1998). However, when a child is overly sensitive, their shyness can
cause severe feelings of anxiety, awkwardness, and insecurity (Althea-1, 1998),
which will force the child to act or react in unnatural ways; especially when
placed in new situations, and/or surrounded by people they do not know
(Althea-1, 1998). Unfortunately, these children tend to become easy targets for
the typical school bully, who generally attacks his or her pray with insults.
So, what
are Insults? Are they really just harmless words as one may think? Does the old
quote “sticks and stones may break my bones; but words will never hurt me”
really stand true? The answer is NO! Insults are not harmless. They DO hurt
(Johnston, 1996), and there are correlations that suggest a bully-suicide
connection (Dotingo, 2008), which means that children need to be taught and
re-taught that “we” understand that insults hurt, but that those who
practice such actions are soliciting our response. Therefore, if we believe in
ourselves enough (this takes guidance), the words will not have such a grave
effect. Not to mention the fact that insults generally stop if the perpetrator
is ignored. Of course, this is assuming that the child has been taught
self-worth. THIS, of course, brings us back to the subject of early education.
Conclusion
The fact
is we need to look closer at our own lives, and remember that children absorb
what they hear and see. As parents, it is pertinent that we present ourselves in
a fashion that resembles what we wish to see mirrored in our children. This
includes taking the time to create and become involved in programs that teach
our children how to handle the different situations they face. For instance,
many areas have programs like the Big Brother/Big sister (Margolis, 2000), or a
“safe houses” that allow a child to engage in recreational activities while
providing unconditional love and support (Barbour, 1999& Daniels, 2008).
Such programs build confidence, and teach conflict management & other skills
(Daniels, 2008). They also keep children supervised and off the street.
But then,
no matter how devoted we are, there will always be children who slip through our
net of protection, and these children will inevitably face the juvenile justice
system; which leads to much harsher punishment than ever before (Barbour, 1999).
Why? Because our society is fed up with “criminal” behavior, so they have
jumped on board with the “Get-Tough on Crime Movement.” Unfortunately, what
they do not realize is that such actions serve only as a revolving door
(Barbour, 1999) for today’s youth. In other words, we have seized looking out
for the best interest of our children, and are now placing them into the very
situations we tried to protect them from (Barbour, 1999). Think about it. If you
place two or three children together, do they not compare life notes and learn
new tricks? OK, so what makes the judicial system believe that juvenile
detention is not providing an atmosphere for such to take place? In other words,
we are breeding criminal behavior, only to punish it, and incase you did not
know there are now 28 states that now have a (juvenile) death penalty, which
means that some child somewhere WILL eventually die for our negligence! In my
opinion this is not public safety (Barbour, 1999), if it were, we would invest
the 1 million dollars it takes to imprison 60 youth offenders, use it to invest
in programs that would prevent 250 crimes (Barbour, 1999), and STOP giving up on
society’s youth at a younger ages.
Resources:
Althea-1. (1998). Feeling Shy. Garth Stevens Publishing
Inc. Milwalkee, WI.
Barbour, S. (1999) Teen Violence. Greenhaven Press, Inc.
Daniels, P. (2008) Gangs. Greenhouse Press. Farmington
Hills, MI
Dotingo, R. (2008). Studies Suggest, But Don’t Confirm
Bullying-Suicide Connection. Retrieved on
Feb. 8, 2009 from the Center for
the advancement of Health website: http://www.hbns.org/getDocument.cfm?documentID=1744
Gang. (n.d.) Dictionary.com
Unabridged (v 1.1) Retrieved
March 8, 2009 from the Dictionary.com
Johnston, M. (1996). Dealing With Insults. The Rosen
Publishing Group’s Power Kids Press. New
York, NY.
Margolis, J. (2000). Everything You Need to Know About
Teens Who Kill. The Rosen Publishing
Group Inc. New York, NY.
McIntosh, K. & Walker I (2008). Bullying &
Violence; Youth with Aggression Issues. Mason Crest
Publishers. Philodelphia, PA.
Raatma, L. (2000). Courage. Capstone Press. Mankato, Minn.
Unprepared Students Face Careers in Forensic Mental Health
Unfortunately, I chose
this topic because I have felt over-whelmed by circumstance each and
every time I have tried to focus on my chosen topic for this paper.
Sure, I know my own past, I have continuously forced myself to
acknowledge my own limitations, and I know I am more than capable of
disassociating my own emotions in order to provide assistance to others.
However, I have never been placed in a situation like this where I have
felt so over-whelmed by a research project.
The fact is both examples mentioned in this paper represent my own struggles, especially since I currently possess the beginnings of 3 different first drafts (different topics) that were interrupted by an unknown, and unmanageable force. Such devastation is understandable. I mean, I can totally accept the fact I may make mistakes, and/or be affected by things beyond my control, but what I cannot accept is that I need further training; training that so far has not been provided, but is needed in order for me to accomplish my goal as a forensic psychologist. After all, if I cannot continue a research paper (even temporarily), then I worry that I will fail a future client in the same manner. (Yes, I am aware of how “the fear of failure” feelings relate to my past, which is why I am confronting them now by expressing complete honesty).
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Introduction
Do actions create reactions, that will either enhance or hinder the ability of a forensic social scientist to perform his or her duties in a rational yet compassionate manner? Do these “professional” positions require that individuals disregard the natural order of his or her personal psyche by asking them to emotionally detach from their research and practice? More importantly, what if the answer to these questions, result in negative consequences for one or both professional, and future client? The fact is that these questions represent the frustration brought forth by a fourth year, psychology major at City University. In other words, our current educational curriculum, or that associated with other lower level courses, did not focus enough on the psychological needs of a student whose career will depend on human interaction, and the ability to remain focused as he or she faces the inevitable emotional roller coaster that will be associated with a career in mental health. After all, it is often an individual’s personal experience, and in a sense, bias that fuels the flame of passion and sends them on a quest for knowledge in the first place. This means that the individual success of most students will depend on the individual’s ability to understand their own bias, and emotional health.
The Historical Connection
Many psychology courses focus on theory. Some provide minor details, while others explore in-depth how to put each theory into practice. Obviously, such courses are an essential part of a student’s educational career. However, they do not provide a window into the heart and soul of the theory’s founder, therefore they leave many unanswered questions for students who need personal connections to the theories themselves. This is why Psy314 “Personality Theory” is so important. You see, this course allows students to discover not only the details involved with particular theories, but also provides a short personal history concerning the theories founders, who generally have been motivated by their own torn and tattered backgrounds (Allen, 2006).
For instance, Sigmund Freud was a brilliant child prodigy (Allen, 2006). However, The fact is, Freud emerged from a childhood of poverty, and over stimulation, while witnessing the possible emotional neglect of his siblings (Allen, 2006). Alfred Adler on the other hand, was just the opposite. He spent much of his childhood plagued by illness, and due to his fragile state, he shadowed his siblings; thus creating an inferiority complex which represented its self in Adler’s childhood shyness (Allen, 2006). Carl Jung suffered through many childhood experiences, which is probably what forced him to believe that he had what today we call Disassociate Identity Disorder (Allen, 2006). In other words, he believed he held two personalities. Harry S. Sullivan suffered from the effects of alcoholism and schizophrenia (Allen, 2006). Further, more, rumors suggest that he had a questionable background, which included such accusations as involvement in criminal acts, gang activity, and bisexual intimate relationships (Allen, 2006). Today, this information suggests that Sullivan’s life was directly affected by hardship. After all, even if he wasn’t “mentally ill, he was at the very least a victim of town gossip. Over all, these details prove that the mentors that represent psychology’s history were far from flawless. Instead, they were ordinary human beings that surpassed their own psychological issues, in order to provide change for other prospective victims (with or without the client having the same problem) (Allen, 2006).
The Ethical Connection
“Kantain Duty Ethics” suggests that animals act in self-serving fashions (Cooper, 2004). Human beings on the other hand are capable of acting out of duty (Cooper, 2004). It also suggests that rewards and punishments aren’t always the driving force behind such actions, that the meaning lays much deeper (Cooper, 2004). Lastly, this theory suggests that people do not want to feel used, but that they want to be helped to reach their goals in life and that some simply need more help than others (Cooper, 2004). In other words, this theory seems to respect the use of hardship as a means to an end. On the other hand, the “Ethical Egoism” theory proves that while duty may drive an individual, they are capable of buckling under pressure, which means that they don’t always follow what they believe to be right; such as the solicitation of new ideas, or a negative declaration against older ones (Cooper, 2004).
Of course, an ethical education can teach a student to seek a much deeper meaning of reality, and with that comes integrity, which means honesty and rule (Cooper, 2004). This is where The “Social Contract” theory slips into the picture; with its no group is a truly equal philosophy (Cooper, 2004). In fact, the truth is, we live in a multicultural world; a place where people are judged on the “norms” of their environment. This will always ethnocentrically judge hardships for those who defy societies expectations; which will ultimately restrict the role and responsibilities of research. On the other hand, humans by nature are self-centered, pleasure-seeking creatures whose unique situations can lead to change when the need arises (Cooper, 2004). Therefore, if such change is possible then, the final theory or “Discourse Ethics” theory can assist individuals who have over come hardship, and wish to use their experience in a supportive manner (Cooper, 2004). After all, this theory believes that everyone should have a right to be heard so long as they are “asserting real beliefs”, and backing up their point of view w/ evidence (Cooper, 2004).
With so many different cultures, and traditions in this world, there is no doubt, a reason for rules and regulations, which is why social science majors are taught a course in ethics. Yet, when a students face difficult research topics, there is little more offered than the advice to distance one’s professional life from those of personal nature. This takes us back to the original problem. Teaching the rules of ethics is one thing, but providing a student with the necessary skills needed to assure that he or she armed with the tools needed to handle unforeseen “triggers” brought on by work is another. Basically, this means that since a psychology major or professional is no less human than their client, they are capable of being over whelmed when “trigger” moments arise.
Example #1A student diligently begins to focus on his/her favorite topic “judicial Reform”. In the process, he or she finds a web link that was provided by his or her instructor. The student thinks to his or her self, “WOW what luck, this link will provide a very in-depth view of not only “death row”, but also the psyche of a person who will face state execution. (Can life get any better?) The student gets excited. He/she grabs a favorite beverage and settles down to what he/she believes will be one of the most educational experiences. However, what he/she is not prepared for is that this site will trigger feelings that the individual will be unable to control. Basically, despite 16 years of personal interest and 3 years of formal education, this student was ill prepared. Why because somewhere deep in his/her psyche were forgotten or repressed memories; memories that would come alive and take over as he/she read the words that just an hour before he/she wanted to hear. The fact is it was not the “killers” words that triggered his/her pain. It was the words of his victim’s granddaughter. You see, this student’s mother was murdered, and while he/she had dealt with the loss, he/she never before thought that such a letter was possible, let alone that the murderer might desire such correspondence. Maybe if he/she had of known he/she may have followed this victim’s actions and resolved the issue or at least familiarized him/herself with the topic while in community college. Instead, here he/she was faced with the reality that he/she never asked such questions of her family’s killer.
Example #2A student is dealing with a very personal issue. He/she has a paper due, so he/she decides to research the topic, so that he/she not only can write a paper, but also solve a personal problem. Why not kill two birds with one stone. Right? Well, the problem with this is that the student becomes over-whelmed when he/she begins to experience flash backs of situations that he/she thought were by-gones. This of course leading the student to wonder if this can happen to someone when they are doing what is RIGHT, what will happen if they screwed up, and something happen like this w/ a client?
Conclusion
No matter how psyched up, educationally prepared, or open-mindedly an individual attempts to be as they approach a topic. The fact is feelings and the responses to those feelings are completely natural. Furthermore, nobody knows when a situation may stimulate a memory and lead to psychological and/or physiological responses. Therefore, students need to learn to recognize their own limitations. They need instruction and guidance that will prepare them to effectively handle emotional over load, because without it they may act out in a manner that is detrimental to the client.
If clients are at risk, then institutions need to begin to focus their attention on the creation of a special course. The course should focus on helping student’s to evaluate his or her own psyche, and should be taught at a very early stage of a Social Science major’s educational career. Finally, such a course should be taught by instructors who will not only provide their undivided attention, but also not skimp on their annotations. After all, what good would such a course be, if the student did not receive in-depth support throughout the process?
Resources:
Allen, B. (2006) Personality Theories. Pearson Publishing Boston, Mass.
Cooper, D. (2004). Ethics for professionals in a multicultural world. Upper Saddle River, NJ: Prentice Hall.
The fact is both examples mentioned in this paper represent my own struggles, especially since I currently possess the beginnings of 3 different first drafts (different topics) that were interrupted by an unknown, and unmanageable force. Such devastation is understandable. I mean, I can totally accept the fact I may make mistakes, and/or be affected by things beyond my control, but what I cannot accept is that I need further training; training that so far has not been provided, but is needed in order for me to accomplish my goal as a forensic psychologist. After all, if I cannot continue a research paper (even temporarily), then I worry that I will fail a future client in the same manner. (Yes, I am aware of how “the fear of failure” feelings relate to my past, which is why I am confronting them now by expressing complete honesty).
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Introduction
Do actions create reactions, that will either enhance or hinder the ability of a forensic social scientist to perform his or her duties in a rational yet compassionate manner? Do these “professional” positions require that individuals disregard the natural order of his or her personal psyche by asking them to emotionally detach from their research and practice? More importantly, what if the answer to these questions, result in negative consequences for one or both professional, and future client? The fact is that these questions represent the frustration brought forth by a fourth year, psychology major at City University. In other words, our current educational curriculum, or that associated with other lower level courses, did not focus enough on the psychological needs of a student whose career will depend on human interaction, and the ability to remain focused as he or she faces the inevitable emotional roller coaster that will be associated with a career in mental health. After all, it is often an individual’s personal experience, and in a sense, bias that fuels the flame of passion and sends them on a quest for knowledge in the first place. This means that the individual success of most students will depend on the individual’s ability to understand their own bias, and emotional health.
The Historical Connection
Many psychology courses focus on theory. Some provide minor details, while others explore in-depth how to put each theory into practice. Obviously, such courses are an essential part of a student’s educational career. However, they do not provide a window into the heart and soul of the theory’s founder, therefore they leave many unanswered questions for students who need personal connections to the theories themselves. This is why Psy314 “Personality Theory” is so important. You see, this course allows students to discover not only the details involved with particular theories, but also provides a short personal history concerning the theories founders, who generally have been motivated by their own torn and tattered backgrounds (Allen, 2006).
For instance, Sigmund Freud was a brilliant child prodigy (Allen, 2006). However, The fact is, Freud emerged from a childhood of poverty, and over stimulation, while witnessing the possible emotional neglect of his siblings (Allen, 2006). Alfred Adler on the other hand, was just the opposite. He spent much of his childhood plagued by illness, and due to his fragile state, he shadowed his siblings; thus creating an inferiority complex which represented its self in Adler’s childhood shyness (Allen, 2006). Carl Jung suffered through many childhood experiences, which is probably what forced him to believe that he had what today we call Disassociate Identity Disorder (Allen, 2006). In other words, he believed he held two personalities. Harry S. Sullivan suffered from the effects of alcoholism and schizophrenia (Allen, 2006). Further, more, rumors suggest that he had a questionable background, which included such accusations as involvement in criminal acts, gang activity, and bisexual intimate relationships (Allen, 2006). Today, this information suggests that Sullivan’s life was directly affected by hardship. After all, even if he wasn’t “mentally ill, he was at the very least a victim of town gossip. Over all, these details prove that the mentors that represent psychology’s history were far from flawless. Instead, they were ordinary human beings that surpassed their own psychological issues, in order to provide change for other prospective victims (with or without the client having the same problem) (Allen, 2006).
The Ethical Connection
“Kantain Duty Ethics” suggests that animals act in self-serving fashions (Cooper, 2004). Human beings on the other hand are capable of acting out of duty (Cooper, 2004). It also suggests that rewards and punishments aren’t always the driving force behind such actions, that the meaning lays much deeper (Cooper, 2004). Lastly, this theory suggests that people do not want to feel used, but that they want to be helped to reach their goals in life and that some simply need more help than others (Cooper, 2004). In other words, this theory seems to respect the use of hardship as a means to an end. On the other hand, the “Ethical Egoism” theory proves that while duty may drive an individual, they are capable of buckling under pressure, which means that they don’t always follow what they believe to be right; such as the solicitation of new ideas, or a negative declaration against older ones (Cooper, 2004).
Of course, an ethical education can teach a student to seek a much deeper meaning of reality, and with that comes integrity, which means honesty and rule (Cooper, 2004). This is where The “Social Contract” theory slips into the picture; with its no group is a truly equal philosophy (Cooper, 2004). In fact, the truth is, we live in a multicultural world; a place where people are judged on the “norms” of their environment. This will always ethnocentrically judge hardships for those who defy societies expectations; which will ultimately restrict the role and responsibilities of research. On the other hand, humans by nature are self-centered, pleasure-seeking creatures whose unique situations can lead to change when the need arises (Cooper, 2004). Therefore, if such change is possible then, the final theory or “Discourse Ethics” theory can assist individuals who have over come hardship, and wish to use their experience in a supportive manner (Cooper, 2004). After all, this theory believes that everyone should have a right to be heard so long as they are “asserting real beliefs”, and backing up their point of view w/ evidence (Cooper, 2004).
With so many different cultures, and traditions in this world, there is no doubt, a reason for rules and regulations, which is why social science majors are taught a course in ethics. Yet, when a students face difficult research topics, there is little more offered than the advice to distance one’s professional life from those of personal nature. This takes us back to the original problem. Teaching the rules of ethics is one thing, but providing a student with the necessary skills needed to assure that he or she armed with the tools needed to handle unforeseen “triggers” brought on by work is another. Basically, this means that since a psychology major or professional is no less human than their client, they are capable of being over whelmed when “trigger” moments arise.
Example #1A student diligently begins to focus on his/her favorite topic “judicial Reform”. In the process, he or she finds a web link that was provided by his or her instructor. The student thinks to his or her self, “WOW what luck, this link will provide a very in-depth view of not only “death row”, but also the psyche of a person who will face state execution. (Can life get any better?) The student gets excited. He/she grabs a favorite beverage and settles down to what he/she believes will be one of the most educational experiences. However, what he/she is not prepared for is that this site will trigger feelings that the individual will be unable to control. Basically, despite 16 years of personal interest and 3 years of formal education, this student was ill prepared. Why because somewhere deep in his/her psyche were forgotten or repressed memories; memories that would come alive and take over as he/she read the words that just an hour before he/she wanted to hear. The fact is it was not the “killers” words that triggered his/her pain. It was the words of his victim’s granddaughter. You see, this student’s mother was murdered, and while he/she had dealt with the loss, he/she never before thought that such a letter was possible, let alone that the murderer might desire such correspondence. Maybe if he/she had of known he/she may have followed this victim’s actions and resolved the issue or at least familiarized him/herself with the topic while in community college. Instead, here he/she was faced with the reality that he/she never asked such questions of her family’s killer.
Example #2A student is dealing with a very personal issue. He/she has a paper due, so he/she decides to research the topic, so that he/she not only can write a paper, but also solve a personal problem. Why not kill two birds with one stone. Right? Well, the problem with this is that the student becomes over-whelmed when he/she begins to experience flash backs of situations that he/she thought were by-gones. This of course leading the student to wonder if this can happen to someone when they are doing what is RIGHT, what will happen if they screwed up, and something happen like this w/ a client?
Conclusion
No matter how psyched up, educationally prepared, or open-mindedly an individual attempts to be as they approach a topic. The fact is feelings and the responses to those feelings are completely natural. Furthermore, nobody knows when a situation may stimulate a memory and lead to psychological and/or physiological responses. Therefore, students need to learn to recognize their own limitations. They need instruction and guidance that will prepare them to effectively handle emotional over load, because without it they may act out in a manner that is detrimental to the client.
If clients are at risk, then institutions need to begin to focus their attention on the creation of a special course. The course should focus on helping student’s to evaluate his or her own psyche, and should be taught at a very early stage of a Social Science major’s educational career. Finally, such a course should be taught by instructors who will not only provide their undivided attention, but also not skimp on their annotations. After all, what good would such a course be, if the student did not receive in-depth support throughout the process?
Resources:
Allen, B. (2006) Personality Theories. Pearson Publishing Boston, Mass.
Cooper, D. (2004). Ethics for professionals in a multicultural world. Upper Saddle River, NJ: Prentice Hall.
Make It or Break It
By: Jesilyn
City University
Abstract
Marriage can be the most magical experience between two people. However, it can also be the most horrific union two people can share. Also good, catches the readers attention. What makes or breaks a relationship? Are there patterns that predict weather a couple will succeed or not? If a relationship is in turmoil is there any way to turn the situation around and keep the union together? These are the things that we will discover as we examine the work of psychology’s legend Dr. John Gottman who in his 30 years of research has interviewed videotaped, surveyed, examined, and followed everyday people engaging in marital relations and can successfully predict, with more than a 95% accuracy rate, which marriages will work and which will fail (Gottman, 1999, 7).
Make It Or Break It
According to John Gottman PH.D., no marriage is without conflict and the success of a marriage depends on the couple’s process of communication. Great information….Just because married couples get angry often and engage in arguments does not mean that their marriage is distant end in divorce. Well written here…Matter a fact many solid marriages under go multiple conflicts. The key aspect to their success is the patterns they use in their every day lives. For instance, the “masters” of marriage know the best and worst aspects of each other. They know their partner's needs, ambitions, and language (not just verbal but body language). They have learned to communicate effectively, and can talk about things without attacking or down playing their partner. They are willing to unite to solve the issues at hand and accept personal responsibility for their role in the problem. They are capable of doing this because they spend time together, and provide five times more positive attention than negative attention. This in it’s self provides a type of pillow that softens the emotional blow during a later conflict. This is what keeps things from becoming disastrous. “Disastrous”, kind of sounds like “disasters” and that’s how Gottman describes the marriages that are distant to fail. These couples tend to engage in the four horseman activities and have a better chance of separation. So, what are the "Four Horsemen"?
The Four Horseman
Criticism (Gottman, 1994, p74):
Attacking ones partner on a personal level instead of the issue.
Defensiveness (Gottman, 1994, p 84):
Attempting to justify ones self by either denying responsibility or counter attacking.
Contempt (Gottman, 1994, p 74):
One party begins name calling, casting personal insults, or engaging in facial expressions such as the rolling of the eyes.
Stonewalling (Gottman, 1994, p 93):
Directly or indirectly ignoring the person who is speaking, or simply by walking out of the area completely.
These actions cause distress which in return causes physiological flooding. The signs of flooding are visible through, a rise in the individual’s blood pressure, rapid heartbeat, increased breathing patterns, the inability to sit still, changes in facial expressions, and the inability to process information correctly.
Of course, when information isn’t processed correctly, then the relationship suffers and if a relationship is suffering because of the "Four Horseman", then a couple has a choice. They can throw in the towel like so many do, or they can chose to work through the issues and attempt to save the marriage. The key word here is work. The fact is if you don't know it by now, all successful marriages require the hard work of both parties. Over the years Gottman developed a plan that when used will create a sound marital house even if the marriage is on the brink of destruction.
The first step is for the couple to create a "Love Map." (Gottman, 1999, 47) Basically a love map is a series of questions that allow the couple to see how well they actually know their partner. First, the partner's separate and each of them fill out a questioner. The questioner asks specific details about their partner. Details like, what is your partner’s favorite author, friend, color, holiday, hobby, or tree. It seeks answers to questions like, what are your partner's ambitions, goals and mentors. These are questions that help partners connect on a very personal level. After the couple fills out the questioner, they come together and share their answers. Many times the information may be wrong. This is ok. It requires the couple to update the information and note any changes. This is a positive way of communicating and should not be taken personally.
The second step to bridging mending a broken relationship is to take steps to build fondness and admiration. (Gottman, 1999, 61) Great sentence and good opening to this paragraph. The couple begins to acknowledge the good qualities about their spouse. They find ways to use sentences that begin with "I appreciate it when", and “I like it when”. They learn to issue compliments to their partner to show how much they care. Dr. Gottman even provides a checklist of adjectives that can be used to describe the individual should they get stuck on their choice of words. Compliments and appreciation statements can earn some extra points and are needed to get through the controversial times.
The third step to bridging the gap of conflict is to commit to certain activities that can strengthen the relationship. (Gottman, 1999, 79) These types of activity will allow a couple to turn towards each, other rather than turn away. Activities can include an extravagant event such as a cruise, or something as simple as a video and candle light dinner at home. The action doesn't necessarily take money to accomplish. A simple walk, a kiss, or acknowledgement can have extreme meaning. Great job! The primary idea is to find ways to connect, and spend quality time together. Turning towards your partner shows mindfulness and awareness of your partner's needs. Turning towards doesn't come easy so prepare to stumble around in the dark until you learn what works and what don’t.
The fourth step is verbal communication. (Gottman, 1999, 99) This allows both parties in the relationship to take each others opinions, and points of view into consideration. The couple should be able discuss outside and positive issues along with the negative ones. They may begin by spending as little as twenty min. a day taking part in a stress reducing conversation. This allows the couple to practice verbal, as well as, listening skills that are helpful when problem or conflict conversations come into play. Always remember, a good listener does not interrupt the speaker, or impose their own opinion. They do however express statements that comfort the speaker and allow them to feel acknowledged. Being acknowledged happens to be a huge factor especially since there will always be some issues that are solvable and some that are gridlock.
The best was to understand the difference between solvable and gridlock problems is to note that solvable problems create pain but can be worked on until a solution is found (Gottman, 1999, p 133). Gridlock problems involve such intense pain that they generally have little to no chance of becoming solved. (Gottman, 1999, 132). Most cases of conversation that remain in gridlock include sexual preferences, child rearing strategies, family relationships, religion, and home maintenance. However there is a chance that these issues can be worked through. The first thing that a couple needs to do is understand that gridlock problems usually have an underlining meaning that stems farther back than the current issue. Take for example a couple that cannot agree on the condition of their home. One partner may be obsessive about keeping the home in perfect condition, where as, the other partner may wish to maintain a less than orderly atmosphere. This can create some fairly complicated arguments that end in resentments. Each time the couple discusses the matter it-may end in gridlock. This matter can be approached in a better way. One partner can choose to ask the other why it means so much to them. They can seek out the partner's feelings, and possibly find the hidden agenda. Maybe one of the partners grew up in an organized home and there fore grew accustom totaling pride in their home. Or maybe it was just the opposite. Maybe, the partner grew up in an organized home, where so much time was spent taking care of the home that emotional needs were left unmet, therefore, they prefer a more relaxed atmosphere. Once the underlining reasons are established, the couple can begin to understand what they each want to change, and what they each need. By finding the symbolic meaning of the issue they can begin to compromise.
No matter the situation, couples should attempt to understand and respect each others point of view. They should stray from any action or statement that screams, "I'm right; you're wrong!" This is commonly known as the attribution error. The attribution error is built on ethnocentrism and causes the individual to judge the other based on his or her own beliefs and values. Despite popular belief most people face conflict in this manner and this causes physiological changes to occur. I like all the concepts here, respect, listening, facing conflicts…you have such good information. This is a sign that the party is in emotional and physical distress.
Since most people are ethnocentric at times and have physiological changes during conflict its best, prior to any stressful discussion, that a couple prearranges a hand signal that will alert each other to distress. Each person should agree to watch for signs that together may be in distress and be willing to ask if a break is necessary. They should also agree that if distress takes hold that they will take, no less than, a twenty minuet break and agree upon a specified time to reconvene. During this break they can -go for a walk, carry out household chores, or use relaxation techniques. Above anything else they should not use this time to rationalize the situation. This time should be spent doing self-soothing exercises such as deep breathing, relaxing muscles and anything else that will assist the individual at regaining control. Please note that males take longer than females to recover and abuse victims of both genders may require extra time as well.
Since arguments happen even in the best of relationships, it's important for the couple to process the argument. This doesn't happen immediately following an argument. It can take hours before a couple will be ready for such a conversation. We call this conversation "The Aftermath". Basically this is a time for the couple to engage in a "recovery conversation." They should talk about the issues without rehashing the actual argument. They should move from the attack/defend mode to a collaborative mode. Basically this means discussing how they felt during the argument, and discussing the other party’s side in a clam manner. This conversation will include admitting to your role in the argument, and what you could do differently the next time you discuss the issue. This can be a lot easier if the couple utilizes Dr. Gottman's questionnaire called "The Aftermath of a Fight Questionnaire."
Conclusion
Over all, through out the relationship, it is vital for a couple to create shared moments. They should attempt to commit to the simplest tasks and provide support to their mate. These small tokens provide ones partner with a sense of appreciation, admiration and affection. By performing self-checks and updating one’s copy of their “love map" they will also be building a stronger since of belonging which allows the couple to continue to renew their relationship. This of course will also assist both parties in acknowledging the physiological changes that occur and creating a new distress plan as needed. They should always be able to explain what it is that is upsetting them in a clear direct manner (Gottman, 1999, p 164) and while discussing the issue they should also willingly provide appreciation for any previous attempts. Remember appreciation opens ears. (Gottman, 1999, 165) so don’t store things up till they explode and always treat your partner like a guest with politeness and control. (Gottman, 199, p 165). Most people would accept influence from a guest so if a person attempts to understand their partner's side this way it would be a lot more pleasant. Basically, compromise where you can and allow for distress, de-escalation and repair. If a solution is established and forgiveness is allowed the situation should not be rehashed in the future, and be willing to accept the issues that you cannot change. Now go ahead… Put these steps together and watch any relationship bloom.
References
Gottman, John. (1994). Why Marriages Succeed Or Fail. New York, New York:
Simon & Schuster Inc.
Gottman, John, & Silver, Nan. (1999). The Seven Principles For making marriage Work.
New York, New York: Crown Publishers Inc.
City University
Abstract
Marriage can be the most magical experience between two people. However, it can also be the most horrific union two people can share. Also good, catches the readers attention. What makes or breaks a relationship? Are there patterns that predict weather a couple will succeed or not? If a relationship is in turmoil is there any way to turn the situation around and keep the union together? These are the things that we will discover as we examine the work of psychology’s legend Dr. John Gottman who in his 30 years of research has interviewed videotaped, surveyed, examined, and followed everyday people engaging in marital relations and can successfully predict, with more than a 95% accuracy rate, which marriages will work and which will fail (Gottman, 1999, 7).
Make It Or Break It
According to John Gottman PH.D., no marriage is without conflict and the success of a marriage depends on the couple’s process of communication. Great information….Just because married couples get angry often and engage in arguments does not mean that their marriage is distant end in divorce. Well written here…Matter a fact many solid marriages under go multiple conflicts. The key aspect to their success is the patterns they use in their every day lives. For instance, the “masters” of marriage know the best and worst aspects of each other. They know their partner's needs, ambitions, and language (not just verbal but body language). They have learned to communicate effectively, and can talk about things without attacking or down playing their partner. They are willing to unite to solve the issues at hand and accept personal responsibility for their role in the problem. They are capable of doing this because they spend time together, and provide five times more positive attention than negative attention. This in it’s self provides a type of pillow that softens the emotional blow during a later conflict. This is what keeps things from becoming disastrous. “Disastrous”, kind of sounds like “disasters” and that’s how Gottman describes the marriages that are distant to fail. These couples tend to engage in the four horseman activities and have a better chance of separation. So, what are the "Four Horsemen"?
The Four Horseman
Criticism (Gottman, 1994, p74):
Attacking ones partner on a personal level instead of the issue.
Defensiveness (Gottman, 1994, p 84):
Attempting to justify ones self by either denying responsibility or counter attacking.
Contempt (Gottman, 1994, p 74):
One party begins name calling, casting personal insults, or engaging in facial expressions such as the rolling of the eyes.
Stonewalling (Gottman, 1994, p 93):
Directly or indirectly ignoring the person who is speaking, or simply by walking out of the area completely.
These actions cause distress which in return causes physiological flooding. The signs of flooding are visible through, a rise in the individual’s blood pressure, rapid heartbeat, increased breathing patterns, the inability to sit still, changes in facial expressions, and the inability to process information correctly.
Of course, when information isn’t processed correctly, then the relationship suffers and if a relationship is suffering because of the "Four Horseman", then a couple has a choice. They can throw in the towel like so many do, or they can chose to work through the issues and attempt to save the marriage. The key word here is work. The fact is if you don't know it by now, all successful marriages require the hard work of both parties. Over the years Gottman developed a plan that when used will create a sound marital house even if the marriage is on the brink of destruction.
The first step is for the couple to create a "Love Map." (Gottman, 1999, 47) Basically a love map is a series of questions that allow the couple to see how well they actually know their partner. First, the partner's separate and each of them fill out a questioner. The questioner asks specific details about their partner. Details like, what is your partner’s favorite author, friend, color, holiday, hobby, or tree. It seeks answers to questions like, what are your partner's ambitions, goals and mentors. These are questions that help partners connect on a very personal level. After the couple fills out the questioner, they come together and share their answers. Many times the information may be wrong. This is ok. It requires the couple to update the information and note any changes. This is a positive way of communicating and should not be taken personally.
The second step to bridging mending a broken relationship is to take steps to build fondness and admiration. (Gottman, 1999, 61) Great sentence and good opening to this paragraph. The couple begins to acknowledge the good qualities about their spouse. They find ways to use sentences that begin with "I appreciate it when", and “I like it when”. They learn to issue compliments to their partner to show how much they care. Dr. Gottman even provides a checklist of adjectives that can be used to describe the individual should they get stuck on their choice of words. Compliments and appreciation statements can earn some extra points and are needed to get through the controversial times.
The third step to bridging the gap of conflict is to commit to certain activities that can strengthen the relationship. (Gottman, 1999, 79) These types of activity will allow a couple to turn towards each, other rather than turn away. Activities can include an extravagant event such as a cruise, or something as simple as a video and candle light dinner at home. The action doesn't necessarily take money to accomplish. A simple walk, a kiss, or acknowledgement can have extreme meaning. Great job! The primary idea is to find ways to connect, and spend quality time together. Turning towards your partner shows mindfulness and awareness of your partner's needs. Turning towards doesn't come easy so prepare to stumble around in the dark until you learn what works and what don’t.
The fourth step is verbal communication. (Gottman, 1999, 99) This allows both parties in the relationship to take each others opinions, and points of view into consideration. The couple should be able discuss outside and positive issues along with the negative ones. They may begin by spending as little as twenty min. a day taking part in a stress reducing conversation. This allows the couple to practice verbal, as well as, listening skills that are helpful when problem or conflict conversations come into play. Always remember, a good listener does not interrupt the speaker, or impose their own opinion. They do however express statements that comfort the speaker and allow them to feel acknowledged. Being acknowledged happens to be a huge factor especially since there will always be some issues that are solvable and some that are gridlock.
The best was to understand the difference between solvable and gridlock problems is to note that solvable problems create pain but can be worked on until a solution is found (Gottman, 1999, p 133). Gridlock problems involve such intense pain that they generally have little to no chance of becoming solved. (Gottman, 1999, 132). Most cases of conversation that remain in gridlock include sexual preferences, child rearing strategies, family relationships, religion, and home maintenance. However there is a chance that these issues can be worked through. The first thing that a couple needs to do is understand that gridlock problems usually have an underlining meaning that stems farther back than the current issue. Take for example a couple that cannot agree on the condition of their home. One partner may be obsessive about keeping the home in perfect condition, where as, the other partner may wish to maintain a less than orderly atmosphere. This can create some fairly complicated arguments that end in resentments. Each time the couple discusses the matter it-may end in gridlock. This matter can be approached in a better way. One partner can choose to ask the other why it means so much to them. They can seek out the partner's feelings, and possibly find the hidden agenda. Maybe one of the partners grew up in an organized home and there fore grew accustom totaling pride in their home. Or maybe it was just the opposite. Maybe, the partner grew up in an organized home, where so much time was spent taking care of the home that emotional needs were left unmet, therefore, they prefer a more relaxed atmosphere. Once the underlining reasons are established, the couple can begin to understand what they each want to change, and what they each need. By finding the symbolic meaning of the issue they can begin to compromise.
No matter the situation, couples should attempt to understand and respect each others point of view. They should stray from any action or statement that screams, "I'm right; you're wrong!" This is commonly known as the attribution error. The attribution error is built on ethnocentrism and causes the individual to judge the other based on his or her own beliefs and values. Despite popular belief most people face conflict in this manner and this causes physiological changes to occur. I like all the concepts here, respect, listening, facing conflicts…you have such good information. This is a sign that the party is in emotional and physical distress.
Since most people are ethnocentric at times and have physiological changes during conflict its best, prior to any stressful discussion, that a couple prearranges a hand signal that will alert each other to distress. Each person should agree to watch for signs that together may be in distress and be willing to ask if a break is necessary. They should also agree that if distress takes hold that they will take, no less than, a twenty minuet break and agree upon a specified time to reconvene. During this break they can -go for a walk, carry out household chores, or use relaxation techniques. Above anything else they should not use this time to rationalize the situation. This time should be spent doing self-soothing exercises such as deep breathing, relaxing muscles and anything else that will assist the individual at regaining control. Please note that males take longer than females to recover and abuse victims of both genders may require extra time as well.
Since arguments happen even in the best of relationships, it's important for the couple to process the argument. This doesn't happen immediately following an argument. It can take hours before a couple will be ready for such a conversation. We call this conversation "The Aftermath". Basically this is a time for the couple to engage in a "recovery conversation." They should talk about the issues without rehashing the actual argument. They should move from the attack/defend mode to a collaborative mode. Basically this means discussing how they felt during the argument, and discussing the other party’s side in a clam manner. This conversation will include admitting to your role in the argument, and what you could do differently the next time you discuss the issue. This can be a lot easier if the couple utilizes Dr. Gottman's questionnaire called "The Aftermath of a Fight Questionnaire."
Conclusion
Over all, through out the relationship, it is vital for a couple to create shared moments. They should attempt to commit to the simplest tasks and provide support to their mate. These small tokens provide ones partner with a sense of appreciation, admiration and affection. By performing self-checks and updating one’s copy of their “love map" they will also be building a stronger since of belonging which allows the couple to continue to renew their relationship. This of course will also assist both parties in acknowledging the physiological changes that occur and creating a new distress plan as needed. They should always be able to explain what it is that is upsetting them in a clear direct manner (Gottman, 1999, p 164) and while discussing the issue they should also willingly provide appreciation for any previous attempts. Remember appreciation opens ears. (Gottman, 1999, 165) so don’t store things up till they explode and always treat your partner like a guest with politeness and control. (Gottman, 199, p 165). Most people would accept influence from a guest so if a person attempts to understand their partner's side this way it would be a lot more pleasant. Basically, compromise where you can and allow for distress, de-escalation and repair. If a solution is established and forgiveness is allowed the situation should not be rehashed in the future, and be willing to accept the issues that you cannot change. Now go ahead… Put these steps together and watch any relationship bloom.
References
Gottman, John. (1994). Why Marriages Succeed Or Fail. New York, New York:
Simon & Schuster Inc.
Gottman, John, & Silver, Nan. (1999). The Seven Principles For making marriage Work.
New York, New York: Crown Publishers Inc.
Should You Sell Your Car To A Client
5.1 ( c ) Selling a car to a client
Explain if you think it would be "wrong" to sell your car to a client. Cite Standards to support your answer
After reading over every section, I’m going to STRONGLY state that there in nothing saying that as a professional I couldn’t sell my car to a client. Matter a fact I can think of many situations where it would be discrimination NOT TO!
Say for instance that you have a 4-sale sign in the window of your car. A client calls the number and you refuse to sell. Or You are at their house making a visit they see the 4-sale sign and you refuse to sale the car to then only because they are your client. That’s discrimination!
2nd senerio! Client drives by a house where a 4-sale sign is on a car. They pull in and OOPS its your house. Refusing to sell on the bases of them being a client would be discrimination!
Of course there is always knowing a client needs a car and you have one that you don’t need that you could sell cheep. Not a real problem….
The basics here is in the documentation. It’s not illegal as long as you place every known problem in writing and if all else get a mechanic to diagnose those problems. “AS IS” cars are legal and are purchased every day. They are neither unethical not illegal.
Explain if you think it would be "wrong" to sell your car to a client. Cite Standards to support your answer
After reading over every section, I’m going to STRONGLY state that there in nothing saying that as a professional I couldn’t sell my car to a client. Matter a fact I can think of many situations where it would be discrimination NOT TO!
Say for instance that you have a 4-sale sign in the window of your car. A client calls the number and you refuse to sell. Or You are at their house making a visit they see the 4-sale sign and you refuse to sale the car to then only because they are your client. That’s discrimination!
2nd senerio! Client drives by a house where a 4-sale sign is on a car. They pull in and OOPS its your house. Refusing to sell on the bases of them being a client would be discrimination!
Of course there is always knowing a client needs a car and you have one that you don’t need that you could sell cheep. Not a real problem….
The basics here is in the documentation. It’s not illegal as long as you place every known problem in writing and if all else get a mechanic to diagnose those problems. “AS IS” cars are legal and are purchased every day. They are neither unethical not illegal.
Ethical Issues Of former clients
Should "helpers" ever be
in a sexual relationship with a former client? Use the Code of
Ethics/Standards you printed that represent your interest area. What do
the standards suggest or say?
As I read over several of the codes of ethics that I printed, I found discrepancies to answer this question. Some of the “codes” actually grant permission for such relationships only they give a time line and circumstances, others leave it up to interpretation and refer back to “dual relationships” which to me creates problems because some of codes state that certain circumstances allow dual relationships (not sexual) in order for the client/professional relationship to work. So technically, I say that former client sexual relationship ethics are up to interpretation. This means “personal ethics”. In my opinion, there are rights and wrongs and there are things we can’t control. I think as professionals we are obligated to avoid situations where feelings are getting out of control and I think sexual actions w/clients is wrong. However, I also understand human nature therefore I say that if a relationship develops between client and professional and the professional relationship terminates then the rest should be non-public. I stand here saying I would never do these things but as a human do I know? Not really… No one does. Human sexuality is spontaneous ; at least that’s what I believe. So my answer is no it shouldn’t happen but at the same time it shouldn’t be punishable.
As I read over several of the codes of ethics that I printed, I found discrepancies to answer this question. Some of the “codes” actually grant permission for such relationships only they give a time line and circumstances, others leave it up to interpretation and refer back to “dual relationships” which to me creates problems because some of codes state that certain circumstances allow dual relationships (not sexual) in order for the client/professional relationship to work. So technically, I say that former client sexual relationship ethics are up to interpretation. This means “personal ethics”. In my opinion, there are rights and wrongs and there are things we can’t control. I think as professionals we are obligated to avoid situations where feelings are getting out of control and I think sexual actions w/clients is wrong. However, I also understand human nature therefore I say that if a relationship develops between client and professional and the professional relationship terminates then the rest should be non-public. I stand here saying I would never do these things but as a human do I know? Not really… No one does. Human sexuality is spontaneous ; at least that’s what I believe. So my answer is no it shouldn’t happen but at the same time it shouldn’t be punishable.
Dual Relationships on a positive note
"Find an article in a
local newspaper where someone has been involved in a dual relationship.
Explain what kind of dual relationship the person was involved in.
Describe how it could have been avoided. Provide the URL of the article
in the posting."
I really wanted to go extreme with my last post for this class because for the most part everything I have seen on dual relationships have been from a negative standing Well today while seeking my article, I found a title and section of the article that read:
Furyk still learns from his most-valued teacher
Pittsburgh Tribune-Review, PA - Jun 16, 2007
The lines between the two have been blurred for years, but it is clear the dual relationships have worked. Jim Furyk is the third-ranked player in the world ...
WOW
that really it home and went along with NOSHE statement 6 where it talks about sometimes entering a role of dual relationship like when it can benefit the client/can't be avoided type thing...
Ok well I jumped right on over to the article which was found at : http://www.pittsburghlive.com/x/pittsburghtrib/news/s_513028.html and After opening the article I was saddened to find that not only was these guys coach and player but also father and son. Obviously this wasn't what I thought it was, However thinking about this I began to realize that the fact that these two men are father and son really has no baring on my post. the point is that they were coach and player and that they still maintain a strong relationship. This is not out of the ordinary matter a fact many children who grow up in sports grow attachments to their coaches especially when the coaches are like the one in the story and coach the teams as their own children grow. Is this not a dual-relationship in a positive light? These men/women grow to know these kids as if they were their own, they nurture them, laugh with them, cry with them and love them. Some coaches have even been known to stand in on parents nights for kids that are missing a parent. To those kids the coach becomes a missing link and a mentor, which all children need.
(My own daughter loves her basketball coaches more than life, this was her 1st year and she is looking forward to two more years w/ Tim and Jennifer before moving on to Jr. High... and believe me Those two coaches are like parents they don't take no crap they hug the blues and scold the drama)
I really wanted to go extreme with my last post for this class because for the most part everything I have seen on dual relationships have been from a negative standing Well today while seeking my article, I found a title and section of the article that read:
Furyk still learns from his most-valued teacher
Pittsburgh Tribune-Review, PA - Jun 16, 2007
The lines between the two have been blurred for years, but it is clear the dual relationships have worked. Jim Furyk is the third-ranked player in the world ...
WOW
that really it home and went along with NOSHE statement 6 where it talks about sometimes entering a role of dual relationship like when it can benefit the client/can't be avoided type thing...
Ok well I jumped right on over to the article which was found at : http://www.pittsburghlive.com/x/pittsburghtrib/news/s_513028.html and After opening the article I was saddened to find that not only was these guys coach and player but also father and son. Obviously this wasn't what I thought it was, However thinking about this I began to realize that the fact that these two men are father and son really has no baring on my post. the point is that they were coach and player and that they still maintain a strong relationship. This is not out of the ordinary matter a fact many children who grow up in sports grow attachments to their coaches especially when the coaches are like the one in the story and coach the teams as their own children grow. Is this not a dual-relationship in a positive light? These men/women grow to know these kids as if they were their own, they nurture them, laugh with them, cry with them and love them. Some coaches have even been known to stand in on parents nights for kids that are missing a parent. To those kids the coach becomes a missing link and a mentor, which all children need.
(My own daughter loves her basketball coaches more than life, this was her 1st year and she is looking forward to two more years w/ Tim and Jennifer before moving on to Jr. High... and believe me Those two coaches are like parents they don't take no crap they hug the blues and scold the drama)
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