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In your Ethical Practice in the Human Services textbook, read the following:
Chapter 13, “Ethical Challenges Working with Groups, Couples, and Families,” pages 321–341.
Use the Capella University Library to read the following:
Burkemper, E. M. (2002). Family therapists’ ethical decision-making processes in two duty-to-warn situations. Journal of Marital and Family Therapy, 28(2), 203–211.
Lasky, G. B., & Riva, M. T. (2006). Confidentiality and privileged communication in group psychotherapy. International Journal of Group Psychotherapy. 56(4), 455–476.
Ross, L. F., Loup, A., Nelson, R. M., Botkin, J. R., Kost, R., Smith, G. R., & Gehlert, S. (2010). Nine key functions for a human subjects protection program for community-engaged research: Points to consider. Journal of Empirical Research on Human Research Ethics, 5(1), 33–47.
This activity will help you achieve the following learning components:
Determine the needs of learners for human services ethical training.
Group Consent and Confidentiality
In situations where there is more than one “identified client”—such as when conducting therapy sessions for couples, families, or groups, there are special considerations for defining the client, the limits of confidentiality, and documentation practices.
In your initial post, discuss the factors to consider when protecting the welfare of a client in situations where there is more than one person in the therapeutic encounter. What are steps that must be taken in advising all parties about their role, their records, the limits of confidentiality, and informed consent? Cite examples from the course textbook or your experience to illustrate how a counselor might manage consent and confidentiality in a family or group setting.