1. Location
1.1. Environment
1.1.1. If face to face
1.1.1.1. Interior setting
1.1.1.1.1. safety
1.1.1.1.2. comfort
1.1.1.1.3. privacy
1.1.1.1.4. furnishings, art
1.1.1.1.5. disability access
1.1.1.1.6. household members / pets
1.1.2. online
1.1.2.1. Neutral background, incorporating possible nature scene
1.1.2.2. Set up a virtual 'waiting room', to help client settle in before session starts.
2. Legal
2.1. Duty of care reporting
2.2. professional indemnity or public liability insurance
2.3. National police check
2.4. Working with Children check
2.5. Copy of client transcripts
3. Marketing
3.1. message is congruent with the service offered and my competence
3.2. social media
3.2.1. strict client confidentiality
4. Personal Management
4.1. Reflective strategies, the benefits of supervision, the value of further personal development, and the support via professional services.
4.1.1. Acculturation Model
4.1.1.1. Berry and Sam (1997) defined acculturation as “a set of internal psychological outcomes including a clear sense of personal and cultural identity, good mental health, and the achievement of personal satisfaction in the new cultural context” (p. 299).
4.1.1.2. The Acculturation Model, developed by Handelsman, Gottlieb, and Knapp (2005) presents us with a useful conceptualisation of how we can identify ourselves and others within the dimension of organisational and personal ethics, along with their implications.
4.1.2. Handelsman, M. M., Gottlieb, M. C., & Knapp, S. (2005). Training ethical psychologists: an acculturation model. Professional Psychology: Research and Practice, 31, 59.
4.2. Reflective Practice
4.2.1. culture
4.2.1.1. What is the predominant view in my culture on this specific matter? Is there a lax, dismissive view of what should instead be considered as severe and significant? Am I potentially primed to shut down any attempt at seeing this as an issue, or prone to exaggerate the emotive aspects and likely make things worse? Does my culture influence a solution that should solely be contemplated from a therapeutic and person-centred stance?
4.2.2. Personal
4.2.2.1. Does this specific example resonate with my own life and past/present experience? Can I remain impartial and guide the client objectively and towards their best interest? Am I in the right state of mind to manage the issue and support the client? Can I provide the client with a holding environment to contain the issue?
4.2.2.1.1. Ethically sharing information!
4.2.3. Competence
4.2.3.1. What are my strengths and weaknesses in dealing with this dilemma? Have I dealt with this before? Have I had appropriate training and experience to manage this well? Should I address this now, upskill myself, or refer onwards? Can the issue be addressed within the time left in therapy?
4.3. External Support with reflection and competencies.
4.3.1. effective self-reflection also employs support from the outside
4.3.2. Knapp, S., Gottlieb, M. C., & Handelsman, M. M. (2017). Enhancing professionalism through self-reflection. Professional Psychology: Research and Practice, 48(3), 167–174.
4.3.2.1. 1.Building a Professional Network or Competent Community 2.Engaging in personal psychotherapy 3.Taking part in professional development activities 4.Soliciting feedback from service recipients and colleagues 5.Feedback in supervision or consultation 6.Participating in Balint groups 7.Expressive writing 8.Learning mindfulness skills.
4.3.2.1.1. 6. Balint group
4.4. Professional development services
4.5. Registration bodies and the Australian Law
5. Technology
5.1. Online counselling considerations
5.1.1. technical competence
5.1.1.1. good technical support
5.1.2. equipment
5.1.2.1. wifi connection
5.1.2.2. headphones?
5.1.2.3. camera
5.1.2.3.1. straight on view of face
5.1.3. suitability
5.1.4. confidentiality
5.1.4.1. buy a cheap second phone
5.1.4.1.1. leave at home, client confidelity
5.1.4.2. interruptions
5.1.4.2.1. plan in place if knock on door
5.1.4.3. space that can't be overheard or interrupted
5.1.4.3.1. how to convey that sense to clients?
5.1.4.4. client space
5.1.4.4.1. coach in advance
5.1.5. main ethical concerns
5.1.5.1. privacy, confidentiality, and security issues
5.1.5.1.1. J. Stoll, J. A. Müller and M. Trachsel (2020) Ethical Issues in Online Psychotherapy: A Narrative Review. Frontiers in Psychiatry 2020 Vol. 10 DOI: 10.3389/fpsyt.2019.00993 https://www.frontiersin.org/article/10.3389/fpsyt.2019.00993
6. Personal factors
6.1. Personal biases
6.1.1. Does this specific example resonate with my own life and past/present experience?
6.1.2. Can I remain impartial and guide the client objectively and towards their best interest?
6.1.3. Am I in the right state of mind to manage the issue and support the client?
6.1.4. Can I provide the client with a holding environment to contain the issue?
6.2. philosophy of practice
6.2.1. boundaries
6.2.2. modality - person centred - for now
7. Professional factors
7.1. Working to professional standards
7.1.1. Competence
7.1.1.1. What are my strengths and weaknesses in dealing with this dilemma?
7.1.1.2. Have I dealt with this before?
7.1.1.3. Have I had appropriate training and experience to manage this well?
7.1.1.4. Should I address this now, upskill myself, or refer onwards?
7.1.1.5. Can the issue be addressed within the time left in therapy?
7.1.2. Client agreements
7.1.2.1. Create a welcome package via email.
7.1.2.1.1. Provide clear and signed upfront agreements
7.1.2.2. Consider under what circumstances it would not be appropriate to work with someone online
7.1.2.2.1. be clear up front and refer them to someone who can support them
7.2. Undergo regular supervision
7.3. self-care
7.3.1. be aware of factors that can lead to burnout / vicarious trauma
7.4. undergo continual training
7.5. ACA scope of practice
7.5.1. ACA Ethical guidelines
8. Ethical decision making
8.1. values
8.1.1. be aware of client values too
8.2. intuition
8.2.1. experience
8.3. supervision
8.4. peer support
8.5. Code of Conduct - Australian Counselling Association (ACA)
8.5.1. refer to these regularily
8.5.2. be aware of updates
8.6. Models available to guide ethical decision making
8.6.1. Ethical decision-making model (Forester-Miller & Davis, 2016)
8.6.1.1. Forester-Miller, H., & Davis, T. E. (2016). Practitioner’s guide to ethical decision making (Rev. ed.). Retrieved from https://www.counseling.org/docs/default-source/ethics/practioner-39-s-guide-to-ethical-decision-making.pdf?sfvrsn=f9e5482c_10
8.6.1.2. 1. Identify the problem
8.6.1.3. 2. Apply the ACA Code of Ethics
8.6.1.4. 3. Determine the nature and dimensions of the dilemma
8.6.1.5. 4. Generate potential courses of action
8.6.1.6. 5. Consider the potential consequences of all options and determine a course of action
8.6.1.7. 6. Evaluate the selected course of action
8.6.1.7.1. Justice
8.6.1.7.2. Publicity
8.6.1.7.3. Universality
8.6.1.8. 7. Implement the course of action
8.6.2. The Tarvydas Integrative decision making model of ethical behaviour
8.6.2.1. Four-stage model
8.6.2.1.1. Stage I: Interpreting the Situation Through Awareness and Fact Finding Component 1 Enhance sensitivity and awareness Component 2 Determine the major stakeholders and their ethical claims in the situation Component 3 Engage in the fact-finding process
8.6.2.1.2. Stage II: Formulating an Ethical Decision Component 1 Review the problem or dilemma Component 2 Determine what ethical codes, laws, ethical principles, and institutional policies and procedures exist that apply to the dilemma Component 3 Generate possible and probable courses of action Component 4 Consider potential positive and negative consequences for each course of action Component 5 Consult with supervisors and other knowledgeable professionals Component 6 Select the best ethical course of action
8.6.2.1.3. Stage III: Selecting an Action by Weighing Competing, Nonmoral Values, Personal Blind Spots, or Prejudices Component 1 Engage in reflective recognition and analysis of personal competing nonmoral values, personal blind spots, or prejudices Component 2 Consider contextual influences on values selection at the counselor– client, team, institutional, and societal levels Component 3 Select the preferred course of action
8.6.2.1.4. Stage IV: Planning and Executing the Selected Course of Action Component 1 Figure out a reasonable sequence of concrete actions to be taken Component 2 Anticipate and work out personal and contextual barriers to effective execution of the plan of action, and effective countermeasures for them Component 3 Carry out, document, and evaluate the course of action as planned
8.6.3. Cottone, R. R., Tarvydas, V., & Hartley, M. T. (2022). Part 1. Chapter 4. Ethical decision making processes. Ethics and decision making in counseling and psychotherapy (pp. 53–84). Springer.
8.6.3.1. There are many ethical decision making models in counseling, but only some are philosophically, empirically, or theoretically founded.
8.6.3.1.1. THEORETICAL OR PHILOSOPHICAL MODELS OF INDIVIDUAL CHOICE
8.6.3.1.2. QUANTIFICATION AS A MEANS TO INDIVIDUAL CHOICE
8.6.3.1.3. PRACTICE-DERIVED MODELS OF INDIVIDUAL CHOICE
8.6.3.1.4. MODELS OF RELATIONAL INFLUENCE
8.6.3.1.5. Table 4.1 Summary of ethical decision making models pg 58
8.6.3.1.6. COTTONE’S SOCIAL CONSTRUCTIVISM MODEL OF ETHICAL DECISION MAKING