BOUNDARIES AND ETHICS: HOW
TO ENGAGE FAMILIES WITHOUT
CROSSING THE LINE
FULFILLING THE PROMISE 2016
SUZY RODRIGUEZ
HOME VISITING NATIONAL MODEL SPECIALIST, UWM
KAREN APITZ
NORTHEAST COLLABORATION COACH, DPI
ETHICAL DILEMMA
• HAVE YOU STRUGGLED WITH WHETHER OR NOT IT WAS
APPROPRIATE E TO ATTEND A BIRTHDAY PARTY OF A CHILD IN A
FAMILY WITH WHOM YOU’VE BEEN WORKING?
• WHAT DID YOU DO?
2
• HOW MANY TIMES HAVE YOU FOUND YOURSELF IN A
SITUATION WHERE YOU FELT UNCOMFORTABLE ABOUT A
DECISION YOU HAD TO MAKE WITH A SPECIFIC FAMILY
YOU VISIT?
• WHAT DO YOU DO IF YOU KNOW A CO-WORKER IS
SELLING COSMETIC PRODUCTS ON VISITS WITH HER
FAMILIES?
• WHAT IF YOU FEEL AT ODDS WITH YOUR SUPERVISOR
ABOUT WHAT IS THE RIGHT THING TO DO IN A SITUATION?
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GOALS FOR ETHICAL DECISION MAKING
PROFESSIONAL DEVELOPMENT
• RECOGNIZE THERE CAN BE NUMEROUS PROPER
RESPONSES FOR ANY GIVEN SITUATION
• BECOME FAMILIAR WITH A DECISION-MAKING PROCESS
• DEVELOP A PROGRAM PROCESS FOR HOW TO EVALUATE
SITUATIONS
• FOR STAFF TO BE CONFIDENT THAT THEY DID THEIR BEST
TO “DO THE RIGHT THING” GIVEN THE SITUATION BEFORE
THEM
4
QUOTE
“ ETHICAL DECISION-MAKING IN THE COMMUNITY AS ELSEWHERE, IS A
CREATIVE ACT IN WHICH WE INVENT OUR PROFESSION-CHOICE BY
CHOICE.”
P. O’NEILL
5
QUOTE
“ ETHICS, TOO, ARE NOTHING BUT REVERENCE FOR LIFE. THIS IS WHAT
GIVES ME THE FUNDAMENTAL PRINCIPLE OF MORALITY, NAMELY, THAT
GOOD CONSISTS IN MAINTAINING, PROMOTING, AND ENHANCING
LIFE AND THAT DESTROYING, INJURING AND LIMITING LIFE ARE EVIL”.
ALBERT SCHWEITZER
6
CORE CONCEPTS AND TERMINOLOGY
• VALUES
• MORALS
• MORALITY
• ETHICS
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VALUES
• WHAT A PERSON BELIEVES TO BE OF IMPORTANCE AND WORTH IN
HIS OR HER LIFE.
8
MORALS
• CAN BE CONSIDERED TO BE A SPECIFIC TYPE OF VALUE
• VALUES RELATED TO CONCEPTS SUCH AS WHAT CONSTITUTES TRUTH,
JUSTICE, HAPPINESS OR FAIRNESS
• OFTEN VARY DEPENDING UPON RELIGION OR CULTURE
• CAN CHANGE OVER TIME AS SOCIETAL BELIEFS SHIFT
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MORALITY
• DESCRIBED AS THE “INTERNAL DEVELOPMENT, FORMULATION AND
EXPRESSION OF CONSCIENCE THAT FOCUSES A PERSON’S OUTLOOK
ON LIFE”
(MCCANDLESS & EVANS, 1973)
• A CODE OF CONDUCT PUT FORWARD BY A SOCIETY OR SOME
OTHER GROUP, OR A CODE ACCEPTED BY AN INDIVIDUAL
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ETHICS
•
BRANCH OF PHILOSOPHY THAT FOCUSES ON THE STUDY OF THE
MORAL PRINCIPLES THAT GUIDE OUR DECISION MAKING AND
BEHAVIOR
•
TOOLS
•
PRACTICAL DISCIPLINE- REQUIRES US IN ALL CASES TO SET OUR
ANALYSIS AND ARGUMENT SO OTHERS CAN READILY UNDERSTAND
HOW WE REASONED OUR WAY TO ETHICAL JUDGMENTS AND
BEHAVIORS. (MCCULLOUGH, L. PERSONAL COMMUNICATION.
SEPTEMBER 15, 2006)
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SMALL GROUP DISCUSSION
• ARE THEIR MEANINGS SIMILAR?
• HOW ARE THEY DIFFERENT?
• WHICH ARE IMPORTANT FOR YOU TO UNDERSTAND OR USE AS YOU
ARE MAKING YOUR DECISIONS?
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ETHICS IS ALIVE AND EVOLVING
CAN YOU THINK OF EXAMPLES OF HOW OUR SENSE OF WHAT IS
ETHICAL BEHAVIOR HAS CHANGED OVER TIME BASED ON
EXPERIENCES OR EVENTS?
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ETHICAL CODES AND STANDARDS OF
PRACTICE
• A FORMAL STATEMENT
• OFFERS A YARDSTICK AGAINST WHICH TO MEASURE ETHICAL
DECISION-MAKING BEFORE, DURING AND AFTER A SITUATION
• NO CODE IS HELPFUL WITHOUT INTENTIONAL WORK OF THE
INDIVIDUAL
• A STARTING PLACE FOR DEFINING HOW ONE WILL RESPOND WHEN
FACED WITH AN ETHICAL DILEMMA
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CODES OF CONDUCT OR ETHICAL
STANDARDS GOVERN THE WORK YOU
DO
• NATIONAL ASSOCIATION FOR THE EDUCATION OF YOUNG CHILDREN (NAEYC)
HTTP://WWW.NAEYC.ORG/FILES/NAEYC/FILE/POSITIONS/PSETH05.PDF
• NATIONAL ASSOCIATION OF SOCIAL WORKERS (NASW)
HTTPS://WWW.SOCIALWORKERS.ORG/NASW/ETHICS/PROCEDURESMANUAL.PDF
• NATIONAL NURSING ASSOCIATION (NNA)
HTTP://WWW.DPHU.ORG/UPLOADS/ATTACHEMENTS/BOOKS/BOOKS_5459_0.PDF
• AMERICAN PSYCHOLOGICAL ASSOCIATION (APA)
HTTPS://WWW.APA.ORG/ETHICS/CODE/PRINCIPLES.PDF
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CORE COMPETENCIES IN THE FIELD OF
FAMILY SUPPORT
• CHILDREN’S TRUST FUND ( NOW THE WISCONSIN CHILD ABUSE AND
NEGLECT PREVENTION BOARD) WORKED WITH SEVERAL OTHER
WISCONSIN AGENCIES TO DEVELOP A SET OF CORE COMPETENCIES
• PROJECT GOALS WERE:
• TO ENSURE HIGH-QUALITY SERVICE FOR FAMILIES ACROSS
WISCONSIN;
• TO INCREASE THE RECOGNITION THAT PARENT EDUCATORS,
HOME VISITORS, AND OTHER FAMILY SUPPORT PROFESSIONALS
GET FOR THEIR EXPERIENCE, TRAINING, AND EDUCATION; AND,
• TO ENCOURAGE HIGH STANDARDS FOR QUALITY TRAINING IN
THE FIELD OF FAMILY SUPPORT.
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COMPETENCY AREA 8. PROFESSIONAL
PRACTICE AND SELF CARE
• PROFESSIONAL BOUNDARIES AND LIMITATIONS
• PROFESSIONAL ETHICS AND LEGAL ISSUES IN
FAMILY SUPPORT AND PARENTING EDUCATION
• INTEGRATION OF CURRENT RESEARCH INTO
PROFESSIONAL PRACTICE
• WHEN AND HOW TO REFER PARENTS TO OTHER
PROFESSIONALS FOR ASSISTANCE
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COMPETENCY AREA 8. PROFESSIONAL
PRACTICE AND SELF CARE
• CONFLICT RESOLUTION SKILLS
• WORKING WITH DIFFICULT PEOPLE (COLLEAGUES, OTHER
AGENCY STAFF, PROGRAM PARTICIPANTS)
• STRESS MANAGEMENT
• USING SUPERVISION APPROPRIATELY TO ASSIST IN
PROFESSIONAL ROLE AND SELF-CARE
• PLANNING FOR PERSONAL SAFETY ON THE JOB
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WISCONSIN CORE COMPETENCIES
FOR PROFESSIONALS WORKING WITH CHILDREN AND FAMILIES
CONTENT AREA 10: PROFESSIONALISM (PRO)
• A. COMMIT TO WORKING WITHIN THE REGULATIONS,
PRACTICES, CODE OF ETHICS, AND STANDARDS OF THE
PROFESSION
• B. DEMONSTRATE KNOWLEDGE OF APPLICABLE STATE AND
AGENCY REGULATIONS WITH RESPECT TO SUCH ISSUES AS
ELIGIBILITY FOR SERVICES, CONFIDENTIALITY, REPORTING OF
CHILD ABUSE, AND OTHERS
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WISCONSIN TRAINING AND TECHNICAL
ASSISTANCE COMPETENCIES
III: PROFESSIONALISM AND ETHICS
• A. DEMONSTRATES KNOWLEDGE AND COMPETENCE AND STAYS
CURRENT IN THE SPECIFIC CONTENT AREA(S) ON WHICH T-TA IS BEING
PROVIDED.
• B. DEMONSTRATES KNOWLEDGE AND COMPETENCE IN ADDITIONAL
COMPETENCIES SUCH AS THE WISCONSIN CORE COMPETENCIES FOR
PROFESSIONALS WORKING WITH YOUNG CHILDREN AND THEIR FAMILIES
AND OTHER COMPETENCIES THAT ARE RELATED TO BEST PRACTICES IN A
SPECIFIC DISCIPLINE.
• C. ADVOCATES, SUPPORTS, AND WORKS TOWARDS IMPLEMENTATION OF
STANDARDS OF QUALITY THAT ARE APPLICABLE TO THE SETTING IN
WHICH T-TA IS BEING PROVIDED.
• D. DEMONSTRATES PERSONAL LEADERSHIP IN THE FIELD THROUGH
ONGOING EDUCATION AND PROFESSIONAL CONTRIBUTIONS.
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WISCONSIN TRAINING AND TECHNICAL
ASSISTANCE COMPETENCIES
• E. DEMONSTRATES KNOWLEDGE OF SECTOR-SPECIFIC REQUIREMENTS AND
REGULATIONS WHEN PROVIDING T-TA.
• F. ARTICULATES AND FOLLOWS A SECTOR-SPECIFIC PROFESSIONAL CODE OF
ETHICS IN MAKING PERSONAL AND PROFESSIONAL DECISIONS.
• G. MAINTAINS CONFIDENTIALITY IN ALL AREAS, ESPECIALLY WHEN DISCUSSING
ISSUES AND SOLVING PROBLEMS.
• H. DEMONSTRATES ETHICAL AND PROFESSIONAL BEHAVIOR THAT INCLUDES
TRUSTWORTHINESS AND INDIVIDUAL INTEGRITY.
• I. ADDRESSES THE NEEDS OF THE ADULT(S)/SETTING WITHOUT PERSONAL BIAS IN
VALUES AND BELIEFS, WITHOUT PREJUDICE, AND THROUGH REFLECTION ON PAST
EXPERIENCES.
• J. USES REFLECTIVE PRACTICES TO EXAMINE ACTIONS AND FEELINGS EXPRESSED
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BY AN INDIVIDUAL, GROUP, OR PROGRAM (E.G. APPRECIATIVE INQUIRY,
TRANSFORMATIONAL LEARNING, RELATIONAL LEADERSHIP, ETC.).
HOW MORAL REASONING DEVELOPS
• JEAN PIAGET: EMERGENCE OF STAGES OF MORAL DEVELOPMENT
• HARVARD PSYCHOLOGIST:
LAWRENCE KOHLBERG IDENTIFIED SIX STAGES OF REASONING AT
THREE LEVELS
MOVEMENT THROUGH KOHLBERG’S STAGES
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RATIONALIZATION TO JUSTIFY
BEHAVIOR
• WHAT ARE SOME STRATEGIES YOU ENCOUNTER THAT
PROFESSIONALS USE TO JUSTIFY THE DECISIONS THEY MAKE AND
ACTIONS THEY TAKE?
• BREAK UP IN SMALL GROUPS TO DISCUSS
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RATIONALIZATION TO JUSTIFY
BEHAVIOR
PSYCHOLOGIST KENNETH POPE’S HAS IDENTIFIED COGNITIVE
STRATEGIES PROFESSIONALS MAY USE TO JUSTIFY THE DECISIONS THEY
MAKE AND ACTIONS THEY TAKE. THESE INCLUDE:
• ADD LIST ON PAGE 25
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PERSONAL VALUES AND PROFESSIONAL
ETHICS
WHAT HAPPENS WHEN VALUES AND
STANDARDS CONFLICT?
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SITUATIONS THAT CAN CREATE ETHICAL
DILEMMAS FOR PARENT EDUCATORS
ACTIVITY: WRITE ON POST-ITS AS MANY SITUATIONS THAT MAY POSE
TO BE AN ETHICAL DILEMMA FOR HOME VISITORS AS YOU CAN IN
THE NEXT FIVE MINUTES. WE WILL BE WORKING TO CREATE “ETHICAL
ARGUMENTS” THAT SUPPORT RESPONSIBLE DECISION MAKING.
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FREDERICK REAMER
“SEVEN COMMON AREAS THAT CREATE ETHICAL DILEMMAS”
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#1 INFORMED CONSENT & GOAL SETTING
• RIGHT TO KNOW
• RESPECT FOR AUTONOMY AND SELF DETERMINATION
• RULES OF CONFIDENTIALITY
• WHOSE GOALS ARE WE TALKING ABOUT?
YOUR SITUATIONS:
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#2 CONFIDENTIALITY
• MAINTAINING IT
• WHEN TO BREAK IT
• CONSIDER WRITTEN AND VERBAL
• SUPPORT STAFF? FAX, EMAIL
• FORMAL PROCESSES
YOUR SITUATIONS:
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#3 DUAL OR MULTIPLE RELATIONSHIPS
• MORE THAN ONE TYPE OF RELATIONSHIP BETWEEN TWO PEOPLE
• SETTING BOUNDARIES “UP FRONT”
• ASSIGNING CASELOADS
• INTIMATE RELATIONSHIPS
• FOR PERSONAL GAIN (TUPPERWARE FACTOR)
YOUR SITUATIONS:
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#4 COMPETENCY AND PROFESSIONAL
LIMITS
• SYNDROME: “ALL THINGS TO ALL PEOPLE”
• LEVELS OF FAMILY INVOLVEMENT (48-51)
• BOUNDARIES: PROFESSIONAL, AGENCY AND PERSONAL
YOUR SITUATIONS:
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#5 RESPECT FOR INDIVIDUALS, FAMILIES AND
CULTURES
• KNOW YOUR OWN VALUES, BIAS
• ASK YOURSELF IF THESE GET IN THE WAY
• USE PROFESSIONAL DEVELOPMENT
• SEEK SUPPORT AND GUIDANCE
YOUR SITUATIONS:
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#6 TERMINATING SERVICE
• YOUR TRANSITION PLANS
• NO-SHOW FACTOR
• MISMATCHES
• AVOIDING “HELPER ABANDONMENT” SYNDROME
YOUR SITUATIONS:
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#7 RESPONSIBILITY TO PROFESSIONAL SELF
• STAYING “ON TOP OF YOUR GAME”
• SUCCESSION PLANNING
• WHEN SHARING IS “TOO MUCH”
• MONITORING MENTAL AND PHYSICAL EXHAUSTION IS AN ETHICAL
RESPONSIBILITY
YOUR SITUATIONS:
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REAMER’S SIX GUIDELINES FOR RESOLVING
ETHICAL CONFLICTS
1.
BASIC HARMS TAKE PRECEDENCE OVER RULES AGAINST HARMS OR
THREATS TO ADDITIVE GOODS.
2.
RIGHT TO BASIC WELL-BEING BEFORE SOMEONE ELSE’S RIGHT TO
FREEDOM.
3.
RIGHT TO FREEDOM BEFORE ONE’S OWN RIGHT TO WELL-BEING.
4.
OBLIGATION TO OBEY LAWS BEFORE ONE’S OWN RIGHT TO ENGAGE
VOLUNTARILY IN CONFLICT WITH THESE LAWS.
5.
RIGHT TO WELL BEING BEFORE LAWS, RULES OF VOLUNTARY
ASSOCIATION.
6.
OBLIGATION TO PREVENT BASIC HARM BEFORE RIGHT OF PROPERTY.35
MUMMY, TUMMY, HEADLINE TEST
• MUMMY: WHAT WOULD YOUR MOTHER DO/THINK IF SHE FOUND
OUT?
• TUMMY: CAN’T SLEEP? GOT AN ACID STOMACH? EDGY?
• HEADLINE: IT WILL BE IN THE NEWS TOMORROW….PROUD OR
ASHAMED?
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WHAT ARE PROFESSIONAL BOUNDARIES?
PROFESSIONAL BOUNDARIES ARE:
STANDARDS OF BEHAVIOR COMMUNICATED BY THE
ORGANIZATION THAT GUIDE THE PROFESSIONAL
BEHAVIOR /SERVICES AND PROTECT THE
ORGANIZATION AND EMPLOYEE. THEY ENSURE
EQUALITY AND FAIRNESS IN SERVICES FOR FAMILIES.
BOUNDARIES ARE INTENDED TO PROTECT:
• THE CHILDREN AND FAMILIES YOU SERVE
• YOUR ORGANIZATION
• YOU - THE SERVICE PROVIDER
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WHERE DO WE NORMALLY STRUGGLE
WITH BOUNDARY ISSUES?
• INTIMATE RELATIONSHIPS
• PERSONAL BENEFIT
• EMOTIONAL AND DEPENDENCY NEEDS
• ALTRUISM (SELFLESSLY HELPING OTHERS)
• UNAVOIDABLE CIRCUMSTANCES
(DIVIDE INTO GROUPS AND DISCUSS HOW THESE ISSUES AFFECT
BOUNDARIES) 10 MINUTES
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5 RED FLAGS FOR CROSSING
BOUNDARIES
1.
2.
3.
4.
5.
“SPECIALNESS” – IS ONE CHILD/FAMILY MORE SPECIAL THAN THE
OTHERS?
ATTRACTION – COULD BE SEXUAL OR A DESIRE TO “SAVE” OR
“RESCUE” CHILD/FAMILY.
PROFESSIONAL BEHAVIOR CHANGES – SPENDING EXCESSIVE TIME
WITH A CHILD/FAMILY OR A HIGH LEVEL OF SELF-DISCLOSURE
VIOLATION OF PROFESSIONAL NORMS – YOU SEE A CHILD OR
PARENT OUTSIDE THE SCHOOL/CENTER REGULARLY BECAUSE YOU
ARE TRYING TO “HELP” OR “CHANGE” THEM.
PROFESSIONAL ISOLATION – NOT CONSULTING OR GETTING
SUPERVISION, NOT RECORDING VITAL INFORMATION, NOT ASKING
THE ADVICE/INPUT OF YOUR CO-WORKERS.
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SCENARIO #1
ONE OF YOUR BEST CO-WORKERS IS GOING
THROUGH A DIFFICULT BREAK-UP. SHE HAS
BECOME GOOD FRIENDS WITH ALL OF THE STAFF
AND SHE IS WELL-LIKED. SHE IS TRYING TO KEEP
HER COMPOSURE BUT SHE IS REALLY HURTING.
THE MENTAL DISTRESS OF THE BREAK UP IS
IMPACTING HER ATTITUDE AT WORK AND HER
ABILITY TO COMPLETE HER WORK. NO ONE
WANTS TO CONFRONT HER BECAUSE THEY CARE
ABOUT HER. HER PERFORMANCE IS NEGATIVELY
IMPACTING THE PROGRAM AS A WHOLE.
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IMPAIRMENT
• WHAT ARE THE RED FLAGS YOU SEE IN THIS
EXAMPLE?
• HOW SHOULD A STAFF MEMBER DEAL WITH THESE
ISSUES WHEN THEY ARISE?
• WE MUST MAINTAIN PROFESSIONAL BOUNDARIES
AND NOT ALLOW PERSONAL PROBLEMS, PSYCHOSOCIAL DISTRESS, LEGAL PROBLEMS, SUBSTANCE
ABUSE OR MENTAL DISTRESS IMPAIR OUR ABILITIES TO
PERFORM OUR PROFESSIONAL FUNCTIONS.
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A MODEL FOR ETHICAL DECISIONMAKING
1.
IDENTIFY THE PROBLEM. STATE IT CLEARLY. THE PROBLEM IS…
2.
IDENTIFY POTENTIAL SOLUTIONS
3.
EVALUATE SOLUTIONS AND PRIORITIZE
4.
DECIDE ON AND IMPLEMENT A PLAN OF ACTION
5.
PLAN TO LIVE WITH THE AMBIGUITIES OF ETHICAL DECISIONMAKING
CONSIDERING ETHICAL AND PROFESSIONAL BEHAVIORS (P.61-66)
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ETHICAL DECISION-MAKING PRACTICE
ACTIVITY
43
ETHICAL DECISION MAKING
• ALTRUISTIC CONSIDERATIONS: WHAT IMPACT WILL THIS
ACTION OR DECISION HAVE ON OTHERS OR MY
RELATIONSHIP WITH THEM?
• IDEALISTIC CONSIDERATIONS: WHAT IS THE RIGHT
THING TO DO - AS DEFINED BY THE VALUES AND
PRINCIPLES, WHICH APPLY TO THIS SITUATION?
• INDIVIDUALISTIC CONSIDERATIONS: WHAT WILL
HAPPEN TO ME AS A CONSEQUENCE OF THIS ACTION
OR DECISION?
• PRAGMATIC CONSIDERATIONS: WHAT ARE THE
BUSINESS CONSEQUENCES OF THIS ACTION OR
DECISION?
(SOURCE - ETHICS RESOURCE CENTER ONLINE ETHICS TOOLKIT)
44
ETHICAL DECISION MAKING
UNIVERSAL PRINCIPLES AND VALUES - EPIC
• E - EMPATHY - UNDERSTANDING THE THOUGHTS
AND NEEDS OF OTHERS
• P - PATIENCE - TAKING THE TIME TO
UNDERSTAND BEFORE WE ACT
• I - INTEGRITY - HONESTY AND TRUTH IN ALL
SITUATIONS
• C - COURAGE - DOING WHAT IS RIGHT EVEN
WHEN IT IS DIFFICULT
(SOURCE - ETHICS RESOURCE CENTER ONLINE ETHICS TOOLKIT)
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ETHICAL DECISION MAKING
ETHICS FILTERS - PLUS
• P = POLICY - IS IT CONSISTENT WITH MY ORGANIZATION'S POLICIES,
PROCEDURES AND GUIDELINES?
• L = LEGAL - IS IT ACCEPTABLE UNDER THE APPLICABLE LAWS AND
REGULATIONS?
• U = UNIVERSAL - DOES IT CONFORM TO THE UNIVERSAL
PRINCIPLES/VALUES MY ORGANIZATION HAS ADOPTED?
• S = SELF - DOES IT SATISFY MY PERSONAL DEFINITION OF RIGHT, GOOD
AND FAIR?
(SOURCE - ETHICS RESOURCE CENTER ONLINE ETHICS TOOLKIT)
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REDUCE ETHICS RISK BY TAKING THESE
FIVE KEY STEPS:
• HONESTLY ASSESS YOUR NEEDS AND RESOURCES.
• ESTABLISH A STRONG FOUNDATION.
• BUILD A CULTURE OF INTEGRITY -- FROM THE TOP DOWN.
• KEEP A "VALUES FOCUS" IN MOMENTS BIG AND SMALL.
• RE-EVALUATE AND REVISE AS NEEDED
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INVENTORY YOUR POTENTIAL BOUNDARY
ISSUES
• WHAT ARE THE POTENTIAL BOUNDARY ISSUES FOR YOU AS A PARENT
EDUCATOR? WHAT ARE YOU CURRENTLY DEALING WITH THAT MAY BE A
BOUNDARY ISSUE?
• HOW COULD THESE ISSUES BE DEALT WITH ETHICALLY?
• WHAT IS THE BEST OPTION AND HOW COULD YOU IMPLEMENT IT?
• WHO WILL MAKE SURE THAT IT GETS IMPLEMENTED?
• HOW CAN YOU BE FLEXIBLE YET ETHICAL AS A STAFF
AND INDIVIDUALS AS YOU ENCOUNTER THESE ISSUES?
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SUMMARY AND EVALUATION
NEVER MAKE AN IMPORTANT DECISION ALONE
ETHICAL DECISION-MAKING TAKES PRACTICE
EVALUATE YOUR ETHICAL FITNESS FROM TIME TO TIME
DO THE BEST YOU CAN WITH WHAT IS GIVEN YOU
COMPLETE EVALUATION-LEAVE WITH SITE HOST
THANK YOU!
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RESOURCES
• CONSIDERING ETHICAL AND PROFESSIONAL BEHAVIORS A GUIDE FOR PARENT
EDUCATORS, NATIONAL CENTER FOR PARENTS AS TEACHERS
ORDER AT: HTTP://WWW.PARENTSASTEACHERS.ORG
• ETHICS TOOLKIT
• HTTP://WWW.ETHICS.ORG/RESOURCES/ETHICS-TOOLKIT.ASP
• NASW CODE OF ETHICS
• WWW.SOCIALWORKERS.ORG/PUBS/CODE/DEFAULT.ASP
• BOUNDARIES IN PROFESSIONAL RELATIONSHIPS
• HTTP://WWW.ADVOCATEWEB.ORG/HOPE/BOUNDARIESINRELATIONSHIPS.ASP
• PARENTS PLUS
• HTTP://WWW.PARENTSPLUSWI.ORG/
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