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Article Review Instructions

You will write three article reviews and if you choose, one extra credit article review. You will select the article yourself

by searching the UWA Library Databases. The article you choose should be a research article (has a hypothesis that Is

empirically tested). Pick an article relevant to a topic covered in the weekly readings. Each review Is worth 15 points. The review should be 1-2 single-spaced pages in a 12-polnt font. It is In your best interest to submit your review before it

Is due so you may check your originality report and correct any spelling and grammatical errors Identified by the

software program.

The purpose of the review Is to provide students knowledge of how research Is conducted and reported. The main part

of your review needs to Include the following Information. Please comment on these aspects of the article as part of

your review. Provide only the briefest summary of content. What I am most interested In is your critique and connection to weekly readings.

Reference. Listed at the top of the paper in APA style.

Introduction. Read the introduction carefully. The introduction should contain:

A thorough literature review that establishes the nature of the problem to be addressed in the present study

(the literature review is specific to the problem)

The literature review Is current (generally, articles within the past 5 years)

A logical sequence from what we know (the literature review) to what we don't know (the unanswered

questions raised by the review and what this study Intended to answer

The purpose of the present study

The specific hypotheses/research questions to be addressed.

State the overall purpose of the paper. What was the main theme of the paper? What new Ideas or Information were communicated in the paper?

Why was It Important to publish these ideas?

Methods. The methods section has three subsections. The methods sections should contain:

● The participants and the population they are intended to represent (are they described as well In terms of

relevant demographic characteristics such as age, gender, ethnicity, education level. Income level, etc?).

● The number of participants and how the participants were selected for the study

● A description of the tools/measures used and research design employed.

● A detailed description of the procedures of the study including participant instructions and whether incentives

were given.

Results. The results section should contain a very thorough summary of results of all analyses. This section should include:

● Specific demographic characteristics of the sample

● A thorough narrative description of the results of all statistical tests that addressed specific hypotheses

● If there are tables and figures, are they also described In the text?

● If there are tables and figures, can they be interpreted "stand alone" (this means that they contain sufficient information In the title and footnotes so that a reader can understand what is being presented without having to

go back to the text)?

Discussion. The discussion is where the author "wraps up the research". This section should include:

● A simple and easy to understand summary of what was found

● Where the hypotheses supported or refuted?

● A discussion of how the author's findings compares to those found in prior research

● The limitations of the study

● The implications of the findings to basic and applied researchers and to practitioners

Critique.

In your opinion, what were the strengths and weaknesses of the paper or document? Be sure to think about your

impressions and the reasons for them. Listing what the author wrote as limitations is not the same thing as forming your own

opinions and justifying them to the reader. Were the findings important to a reader?

Were the conclusions valid? Do you agree with the conclusions? If the material was technical, was the technical material innovative?

Conclusion.

Once you provide the main critique of the article, you should Include a final paragraph that gives me your overall

impression of the study. Was the study worthwhile? Was it well-written and clear to those who may not have as much background in the content area? What was the overall contribution of this study to our child development knowledge base?

APA Format Review

If you are unfamiliar or a bit "rusty" on your APA format, you may want to use the tutorial available through the APA website which is listed on your syllabus.

Grading Criteria

I will grade your paper based upon:

● How well you followed directions (as indicated in this page)

● How thoroughly you used examples to support the critique

● How accurately you used APA format

● your organization, grammar, and spelling

● Integration of assigned weekly readings

Special Section:

Professionalism, Ethics, anc

Value-Based Conflicts in Counseling

Professionalism, Ethics, and Value-Based Conflicts in Counseling: An Introduction to the Special Section

DOI: 10.1002/j.1556-6676.2014.00138.x

Perry C. Francis and Suzanne M. Dugger, Guest Editors

Bh’his introduction to this special section of the Journal of Counseling & Development explores the importance of a code

of ethics to the establishment and maintenance of a profession. Recognizing a code of ethics as a communication of

a profession’s collective values and expectations, the editors of this special section acknowledge the dilemmas that

arise when a counselor’s personal values do not align with the profession’s collective values. The authors of each

article address value-based conflicts in counseling.

Keywords; counselor training, ethics, litigation, religion, LGBT

The primary purpose of a code of ethics, for any profession, is

to establish norms and expectations for practitioners in order

to collectively minimize the risk of harm to clients and the

general public (Welfel, 2010). In a broader sense, a code of

ethics is also a reflection of the profession’s collective values

and moral principles. Indeed, the establishment of a code of

ethics, which communicates a normative orientation to the

service of others and a commitment to protect the welfare

of clients, is considered the “hallmark of professionalism”

(Gorman & Sandefur, 2011, p. 279). Promulgation of a code

of ethics places the needs and interests of clients over and

above the personal needs or values of any individual member

of the profession (DeMitchell, Hebert, & Phan, 2013; Gor

man & Sandefur, 2011). A code of ethics helps to ensure

the primacy of client welfare by articulating a profession’s

collective set of values and communicating standards of prac

tice for all members of that profession. Because laws set the

minimum standards of acceptable behavior, ethical standards

often exceed the legal requirements articulated in federal and

state laws (Corey, Corey, & Callanan, 2011). Entry into and

continued association with a profession requires all of its

practitioners to make a commitment that they will abide by

the profession’s code of ethics and the profession’s collective values as reflected in that code.

By all measures, counseling is a profession (Gorman

& Sandefur, 2011). Counseling is a vocation that requires

individuals to obtain specific, university-based training to

acquire expertise in a specialized set of knowledge and

skills; confers status and power upon its members; has an

Perry C. Francis and Suzanne M. Dugger, Department of Leadership and Counseling, Eastern Michigan University. Correspon dence concerning this article should be addressed to Perry C. Francis, Department of Leadership and Counseling, Eastern Michigan University, 135 Porter Building. Ypsilanti, Ml 48197 (e-mail: [email protected]).

established national association through which it estab

Ethics.

■Values and Expectations Communica

The collective values of the counseling profession are

lishes a collective identity, communicates professional values, dis seminates scholarly research, and advocates for its members; and regulates itself through licensure and a code of ethics.

Although counselors vary with regard to specializations and/or the settings in which they practice, they are united as a single profession through the American Counseling Associa tion (ACA). Through this umbrella association, counselors of varied specializations come together for the purposes of promoting a shared professional identity, protecting clients, and promulgating the ACA Code of Ethics (ACA, 2005) to which all members must adhere. In addition, many counselors join divisions within ACA, which are focused on more spe cialized areas of practice (e.g., college or school counseling) or shared goals or ideals (e.g., social justice). When these divisions have established their own code of ethics, those codes arc designed to supplement, not supplant, the ACA Code of Ethics. As such, their members are responsible for adhering to those specialized ethical standards and the ACA Code of

ted by the ACA Code of Ethics

com municated in the ACA Code of Ethics (ACA, 2005). Included within these values and most relevant to this special section are the recognition of each client’s inherent worth and dignity; a respect for each client’s uniqueness, autonomy, and right

Journal of Counseling & Development ■ April 2014 ■ Volume 92 131

Francis & Dugger

move toward adopting those values. Factors likely to contrib

ute to such influence include the power differential present

within the counseling relationship, the counselor’s perceived

expertise, and the client’s vulnerability. Individuals who are

most vulnerable to this potential imposition of values include

clients or students in any setting where the choice of a coun

selor may be restricted (e.g., K-12 schools, small colleges

and universities) or where professional services are limited

to a handful of potential practitioners (e.g., clients in rural

or underscrvcd areas).

To be sure, though, the potential for an abuse of power

exists in every counseling relationship, and clients are vul

nerable to undue influence and microaggressions that can

occur when a counselor communicates any personal values

that are contrary to those of the client (Sue, 2010; Zinnbauer

& Pargament, 2000). When clients are struggling with issues

about which they feel confuse4 conflicted, or ambivalent,

even the most subtle communication of personal values has

a likelihood of swaying a client to act in accordance with

the counselor’s values rather than facilitating the client’s

exploration of his or her own values. In this way, values can

be imposed. Therefore, the expectation that counselors take

special care in not imposing their values is especially impor

tant in demonstrating respect for each client’s right to make

choices in accordance with his or her own personal beliefs

and standards and in avoiding discriminatory practices. In the

absence of such restraint, counselors place clients at risk for

harm in ways that may be blatant or subtle and rationalized

as a means to providing the best care for the client (Shiles,

2009; Sue, 2010).

to self-determination; an honoring of human growth and

development; and a respect for diversity within our clientele

and a valuing of cultural competence in counselors. Related

to the communication of these values, ACA (2005) also com

municated expectations forprofessional behavior, stating “the

primary responsibility of counselors is to respect the dignity

and promote the welfare of clients’’ (Standard A.l.a.).

Toward this goal, professional counselors are expected

to conduct themselves in ways that demonstrate a genuine

valuing of each client as a unique individual, that honor each

client’s right to make choices in accordance with his or her

own personal beliefs and standards, and that facilitate each

client’s growth within a myriad of developmental domains

(ACA, 2005, preamble). Professional counselors are also ex

pected to constantly strive toward increased levels of cultural

competence (Standard C.2.a.) and to avoid discriminatory

practices with respect to a wide variety of cultural dimen

sions (Standard C.5.). Indeed, competence as a professional

counselor is contingent upon one’s ability to “embrace a

cross-cultural approach in support of the worth, dignity,

potential, and uniqueness of people within their social and

cultural contexts” (ACA, 2005, preamble). In respecting the

diversity of clients, professional counselors must be “aware

of their own values, attitudes, beliefs, and behaviors and avoid

imposing values” (ACA, 2005, Standard A.4.b.).

■Values, Power, and Potential for Harm In light of the prohibition against counselors imposing their values on clients, counselors should recognize the ways in which their personal values may be directly or indirectly communicated to clients and be aware of how the power differential that exists within each counseling relationship may result in the imposition of their values. Although most counselors understand that directly communicating their values to clients is unacceptable, concerted effort and con stant vigilance are necessary to avoid communicating their values indirectly. Without such vigilance, counselors may inadvertently communicate their personal values through nonverbal and cxtraverbal responses to client disclosures, by which client stories they focus on and which they avoid, by how convincingly they communicate caring and respect for a client, by which interventions they select, by the sug gestions they make or the homework they assign, and by their willingness to continue seeing a client. In such ways, counselors may intentionally or inadvertently communicate their personal values to their clients.

Although communication of one’s own values within an equal, reciprocal relationship would not constitute an imposi tion of values, communication of one’s personal values within an unequal relationship with a vulnerable client can result in the imposition of values. Zimibauer and Pargament (2000) showed that, when a counselor’s values are communicated during psychotherapy, clients demonstrate a tendency to

■Value Conflicts Although the ACA Code of Ethics (ACA, 2005) prescribes expectations for professional behavior, the ultimate hope is that each individual counselor will internalize the profession’s collective values. The preamble of the ACA Code of Ethics delineates this:

Professional values are an important way of living out an ethical commitment. Values inform principles. Inherently held values that guide our behaviors or exceed prescribed behaviors are deeply ingrained in the counselor and developed out of personal dedication, rather than the mandatory requirement of an external organization. (ACA, 2005, preamble)

Such internalization, however, does not always occur. This lack of internalization is most likely when there are areas of conflict between an individual’s personal values and the pro fession’s collective values as articulated by the ACA Code of Ethics (ACA, 2005). Such value conflicts are the focus of this special section. Specifically, this special section is designed to address the dilemmas that occur when an individual coun

selor’s personal values conflict with the profession’s collective

Journal of Counseling & Development ■ April 2014 ■ Volum© 92132

Introduction to the Special Section

their religious convictions was to communicate their values to

the client, refuse to discuss extramarital sexual relationships

with clients, or implement a policy of automatically referring

those clients to other counselors, how would this action have

affected those clients? As it happens, Carl Rogers encountered

just such a client, and his session with “Gloria” was recorded

on a widely disseminated training video that is still used today

(Shostrom, 1965) and is now available on YouTube.

Although we do not know what religious beliefs Carl

Rogers held or whether he experienced any value conflict

when counseling Gloria, we do know that (a) Gloria revealed

her participation in casual sexual relationships after her re

cent divorce and (b) her counselor could have experienced

a value conflict in this situation. In a particularly tender

point in the session, Gloria expressed feeling guilty about

engaging in these sexual relationships and guilty for lying

to her daughter about it. When Gloria directly asked Carl

Rogers what she should do, she was clearly vulnerable to

an imposition of his values. Consider how the following

possible responses—none of which were made by Carl

Rogers—could have affected Gloria:

values as communicated in its code of ethics. At the heart of

these dilemmas is the issue of how best to protect clients from

harm that may result from counselors acting in accordance

with their personal values and in violation of the collective

values of the profession.

■Recent and Not-So-Recent Value Conflicts

Recent court cases (i.e.,A[^ee/o« v.Anderson-Wiley. 2010; Ward V. Wilbanks. 2009) challenged the profession about what to do when the personally held values of counselors are in conflict with the ACA Code of Ethics (ACA, 2005). The aformentioned court cases focused on a specific conflict between the personal values of some counselors and the collective values of the

profession. Whereas the profession values diversity, prohibits discrimination on the basis of sexual orientation (and many other factors), and requires that “counselors gain knowledge, personal awareness, sensitivity, and skills pertinent to work ing with a diverse client population” (ACA, 2005, Standard C.2.a.), some counselors and counselors-in-training object to the idea of providing counseling services to nonheterosexual clients in any manner that could be mistaken for acceptance of their lifestyle. They contend that any requirement for them to do so is discriminatory against their constitutional right to practice in accordance with their religious beliefs. In contrast, the profession (via ACA) argued that communication of such beliefs reflects an imposition of one’s personal values and that a refusal to see nonheterosexual clients represents discrimination on the basis of sexual orientation (Ex. at Sep. 30,2009; see also http://www.counseling.org/resources/pdfs/ EMUamicusbriefpdf).

Central to this dilemma for some counselors is a belief

that the only ways to honor their personal and/or religious beliefs as counselors are by directly communicating one’s values to the client, refusing to discuss same-sex relation ships with clients, or implementing a policy of automatically referring nonheterosexual clients to other counselors. We respectfully disagree with this belief and offer a discussion of a much less recent dilemma to illustrate another pos sibility. Whereas sexual orientation and gay rights are the hot-button issues of the day that most frequently conflict with religious beliefs, a different issue caused similar con troversy in the 1960s. That decade was marked by the sexual revolution and an increasing level of societal acceptance of sexual activity outside of marriage. This issue, too, caused great consternation for people who held religious beliefs against such activity.

One can easily imagine a counselor in 1965 feeling deeply conflicted when faced with a client engaged in sexual activ ity outside of marriage; the counselor’s conflict would have reflected religious beliefs that were opposed to such activity. If counselors also believed that the only way they could honor

“This is your life and you can do as you like, but I believe that sex outside of marriage is a sin.” “Your sexual relationships aren’t something 1 am comfortable discussing with you. What else would you like to talk about?” “I know a great counselor across town who specializes in these issues, and I would like to refer you.”

Our hope is that the potential harm that could befall Glo ria as a result of such responses is clearly evident. Already feeling guilty, Gloria was especially vulnerable to signs of disapproval or rejection. Carl Rogers’s actual response offered neither. Additionally, and very importantly, his response also did not communicate acceptance. Instead, he acknowledged hearing Gloria’s plea for advice about what to do and communicated that, although he wished he could tell her what she should do, this was a very personal deci sion that only she could make.

For counselors facing any similar dilemma involving a conflict between their personal value system and the pro fession’s values, wc suggest that this approach may offer a way to resolve the conflict. This nondirective approach does not violate the ACA Code of Ethics (ACA, 2005) and allows a counselor to honor personal religious beliefs. It simply does not involve communicating those beliefs to the client via direct statements; indirect, selective attention to topics; or referrals.

■Focus of the Special Section Each of the articles in this special section addresses the issue of value conflicts and explores means by which they might be

Francis & Dugger

and Kurt Kraus address ways in which Buddhist perspec

tives may be useful in reconciling value conflicts that arise

in counseling.

reconciled. The section begins with three articles addressing

the recent Ward v. Wilbanks (2009) court case. In the open

ing article, Suzanne Dugger and Perry Francis describe the

case and offer insights into the lessons learned. Next, ACA’s

chief professional officer, David Kaplan, analyzes the ethi

cal implications of the case and describes ACA’s position on

the issues raised by this case. Then, Barbara Herlihy, Mary

Hermann, and Leigh Greden explore the legal and ethical

implications of using religious beliefs as the basis for refusing to counsel certain clients.

The section then shifts from this narrow focus on the

Ward V. Wilbanks (2009) case to a broader exploration of

value-based conflicts within the counseling profession. In her

article, Irene Ametrano addresses ways in which counselor

educators can teach ethical decision making and help students

reconcile their personal values with the profession’s values.

Also addressing ways to prepare future counselors to deal

with values conflicts, Joy Whitman and Markus Bidell’s article

explores ways to bridge the gap between religious beliefs and affirmative counselor education. In the next article, Markus

Bidell explores the experience of individual counselors expe

riencing discord between their conservative religious beliefs

and the expectation that they, as professional counselors,

will not discriminate in offering positive regard to clients.

Next, Michael Kocet and Barbara Herlihy reveal their newly

developed model for ethical decision making. This model is

focused on addressing value-based conflicts that may arise

within a counseling relationship.

Finally, this special section concludes with two articles

dedicated to exploring the perspectives of various religions

pertaining to sexual orientation and value conflicts. Richard

Balkin, Richard Watts, and SabaAli offer Jewish, Christian,

and Muslim perspectives on the intersection of faith, race,

and sexual orientation. In the final article, Devika Choudhuri

■References American Counseling Association. (2005). ACA code of ethics. Alex

andria, VA: Author. Corey, G., Corey, M. S., & Callanan, R {2011). Issues and ethics in the

helping professions (8th ed.). Belmont, CA: Brooks/Cole. DeMilchell, T. A., Hebert, D. J., & Phan, L. T. (2013). The university

curriculum and the constitution: Personal beliefs and professional ethics in graduate school counseling programs. Journal of College and University Law. 39. 303-344,

Gorman, E. H., & Sandefur, R. L. (2011). “Golden Age,” quiescence, and revival: How the sociology of professionals became the student of knowledge-based work. Work and Occupation. 38. 275-302.

Keeton v. Anderson-Wiley, No. 1:10-CV-00099-JRH-WLB, 733 F. Supp. 2d 1368 (S.D. Ga.,Aug. 20,2010).

Shiles, M. (2009). Discriminatory referrals: Uncovering a potential ethical dilemma facing practitioners. Ethics & Behavior, 19, 142-155.

Shostrom, E. L. (Produeer). (1965). Three appmaches to psychotherapy I [Video recording]. Corona Del Mar, CA: Psychological & Edu cational Films.

Sue, D. W (2010). Microaggressions in everyday life: Race, gender, and sexual orientation. Hoboken, NJ: Wiley.

Ward V. Wilbanks, No. 09-CV-11237, Doc. 1 (E.D. Mich., Apr. 2,2009). Welfel, E. R. (2010). Ethics in counseling and psychotherapy: Stan

dards. research, and emerging issues (4th ed.). Belmont, CA: Brooks/Cole.

Zinnbaucr, B. J., & Pargament, K. I. (2000). Working with the sacred: Four approaches to religious and spiritual issues in counseling. Journal of Counseling & Development. 78, 162-171.

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