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Standards in the Profession: Skill Standards,

Credentialing, Program Accreditation,

and Ethical Standards

Chapter Three

Learning Objectives (slide 1 of 2)

LO 1: Understand the importance that Skill Standards have in producing positive client outcomes

LO 2: Understand the different types of credentialing, identify the importance of credentials, and specify credentials in the human service and related fields

LO 3: Understand the process of program accreditation and appreciate why accreditation can lead to more effective human service professionals

LO 4: Explore the development of ethical codes and understand their importance when working with the public

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Learning Objectives (slide 2 of 2)

LO 5: Become familiar with different ethical decision-making models in order to be effective in this sometimes complex decision-making process

LO 6: Embrace the notion of lifelong learning and being competent as noted in the NOHS ethical code

LO 7: Understand the importance of actively supporting standards such as program Skill Standards, credentialing, accreditation, and ethical standards

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Skill Standards

12 competency areas (see Activity 3.1)

Participant empowerment

Communication

Assessment

Community and service networking

Facilitation of services

Community and living skills and supports

Education, training, and self-development

Advocacy

Vocational education and career support

Crisis intervention

Organizational participation

Documentation

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Credentialing (slide 1 of 7)

Credentialing has many benefits for both the consumer and helper

Credentialing delimits the field

Credentialing identifies competence

Credentialing increases professionalism

Credentialing leads to parity

Credentialing offers protection of the public

The two most common types of credentials are certification and licensure

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Credentialing (slide 2 of 7)

Certification

Formal recognition that an individual has met predetermined standards of professionalism

Attests to competence, but does not define the scope or practice of a professional

Often requires a fee to maintain

May require continuing education to maintain

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Credentialing (slide 3 of 7)

Licensure

Generally regulated by the states

In mental health, may involve becoming an LPC, an LCSW, a doctorate in psychology (licensed psychologist) or a medical degree (licensed physician and/or board-certified psychiatrist)

Can define the scope of professional responsibilities

Makes it easier to obtain third-party (insurance) reimbursement

Requirements for licensure may vary from state to state

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Credentialing (slide 4 of 7)

Credentialing in the Human Services

2008 – Center for Credentialing and Education (CCE), with NOHS and CSHSE, developed the Human Service – Board Certified Practitioner (HS-BCP) credential

Certification can be earned by anyone with an associate’s, bachelor’s, or master’s degree

The post-educational requirements differ based on the degree (See Table 3.1)

After passing the exam, those with the HS-BCP must earn 60 hours of continuing education every 5 years

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Credentialing (slide 5 of 7)

Selected Credentials in Related Helping Professions

Substance abuse counselor and other state credentials

Master Addiction Counselor (MAC)

Administered by the National Board for Certified Counselors (NBCC)

Credentialing for a master’s degree in counseling

Certified or licensed school counselor

Certified Rehabilitation Counselor (CRC)

Licensed Professional Counselor (LPC)

National Certified Counselor (NCC)

Certified Family Therapist (CFT)

Licensed Marriage and Family Therapist (LMFT)

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Credentialing (slide 6 of 7)

Selected Credentials in Related Helping Professions

Credentialing for a master’s degree in social work

Academy of Certified Social Workers (ACSW)

Qualified Clinical Social Worker (QCSW)

Diplomate in Clinical Social Work (DCSW)

Licensed Clinical Social Worker (LCSW)

Credentialing as a school psychologist and as a counseling or clinical psychologist

Different state requirements to become a licensed psychologist

Some states authorize prescription privileges for people with this license

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Credentialing (slide 7 of 7)

Selected Credentials in Related Helping Professions

Credentialing as a psychiatrist

Earns a medical degree (MD) and is a licensed physician

Can become board certified in psychiatry

Credentialing as a psychiatric-mental health nurse

Psychiatric mental health nurse

Basic

Advanced

Advanced Practice Registered Nurse (APRN)

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Program Accreditation

Accreditation is a rigorous process that involves a self-study, a visit from an accreditation team, and recommendations to the board of directors of the accrediting body

Benefits to students and programs (see pp. 56-57)

Accreditation in HS began in 1979 and there are currently about 45 programs with full accreditation

Movements are being made to get more accredited programs through CSHSE

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Ethical Standards (slide 1 of 2)

The Development of Ethical Codes

First began in the mid 20th century with the APA code of ethics (1953)

Purposes of the ethical code:

Protect consumers and further professional standing of the organization

Making a statement about maturity and identity of the profession

Guiding professionals toward behaviors and actions that reflect underlying professional values

Offering a framework for the sometimes difficult ethical decision-making process

Serving as a measure of defense if the professional is sued for malpractice

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Ethical Standards (slide 2 of 2)

The Development of Ethical Codes

Drawbacks of the ethical code:

Does not address some issues and offers no clear way of responding to other issues

Periodically has conflicts within the same code, between two related codes, between the code and the law, or between the code and a helper’s value system

Sometimes difficult to enforce code violations

Does not include the public in code construction and does not always take public’s interest into account

Has a difficult time keeping up with and addressing “cutting edge” issues

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Ethical Decision Making (slide 1 of 3)

Problem-Solving Model (Corey, et al. (2015)

Identify problem or dilemma

Identify potential issues involved

Review relevant ethical guidelines

Know applicable laws and regulations

Obtain consultation

Consider possible and probably courses of action

Enumerate consequences of various decisions

Decide on the best course of action

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Ethical Decision Making (slide 2 of 3)

Principle and Virtue Ethics Model (Kitchener)

Autonomy protects independence, self-determination, and freedom of choice for clients

Nonmaleficence is the concept of “do no harm”

Beneficence relates to the promoting the good of society

Justice involves equal and fair treatment to all clients

Fidelity is related to maintaining trust and being committed to clients

Veracity being truthful and genuine with the client within the counseling relationship

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Ethical Decision Making (slide 3 of 3)

Developmental Models (Kohlberg; Perry; Kagen)

Lower-level helpers

Dualism – black and white thinking; concreteness; rigidity; oversimplification; stereotyping; self-protectiveness; authoritarianism

Higher-level helpers

Relativism (commitment in relativism) – more complex thinking; open to differing opinions; flexible; empathetic; sensitive to the context of an ethical dilemma; nondogmatic

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Ethical, Professional, and Legal Issues: Competence and Qualifications as a Professional

A human service professional must maintain competence and have a thirst for ongoing knowledge

Lifelong learning is essential

Be a member of professional associations

Subscribe to and read professional journals

Attend workshops and participate in continuing education

Obtain appropriate credentials

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The Effective Human Service Professional: Professionally Committed, Ethically Assured

Commitment to growth and competence must be real, not just lip service

Just know ethical guidelines and commit self to ethical behaviors

Supports standards of accreditation, credentialing, and Skill Standards

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