Ethical Vignettes 1
Ethical Vignettes: A Practice Application of the Ethical Decision-Making Model
Julianna E. Ward
School of Behavioral Science, Liberty University
Author Note
Julianna E. Ward
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to
Julianna E. Ward. Email: jeward1@liberty.edu
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Abstract
This paper seeks to explore the ethical decision-making model by employing it in a fictitious but
probably scenario. Through practice in applying this model, counselors can become comfortable
in not only employing it but also in creating ethically based action steps for their clients.
Keywords: ACA, ASCA, Ethical Decision-Making, legal, autonomy, beneficence,
fidelity
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Ethical Vignettes
Introduction
When working through the ethical decision-making model, one must follow the four
steps laid out by the ACA. By identifying the problem, applying ethical code and laws, and
exploring the dimension of the dilemma, a counselor can ensure he or she is taking an ethically
sound course of action in dealing with a client. This paper will walk through the ethical decision
making model in attempt to practice and model what ethical decision-making would look like in
the real world.
Identify the Problem
Within scenario two, Mr. Barnes’ counselee, Sarah, and another student were alleged to
have entered a murder-suicide pact as a result of their involvement in Satanism. Sarah and the
other student separately deny any involvement in Satanism or a murder-suicide pact.
The first problem seen within this scenario is the concern of a murder-suicide pact.
Although both students denied any involvement in a pact of this nature, the serious nature of the
allegation remains. The second problem lies within the accuser. The 14-year-old student who
alleged there was involvement in Satanism and a murder-suicide pact may need to be followed
up with for better understanding or clarity in the situation.
Scenario two poses ethical and legal problems. Due to the nature of the allegation, there
is the ethical dilemma of suicide and balancing safety versus the duty to warn/protect. (Corey, et
al., 2018). Although the girls denied the truth of the allegation, the ethical duty to ensure they are
not at risk for suicide is present. The legal implications of a murder-suicide pact are just as great.
Mary Hepburn, Mark Dobson, and Helen Dorington entered into a suicide pact where Dobson
was supposed to kill his girlfriend, Hepburn, and Dorington, who they referred to as “mom”.
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Dobson was unable to follow through with the suicide portion of the murder-suicide pact, due to
the unexpected pain, and was ruled criminally responsible for the women’s murders. He received
life in prison without the chance of parole until 25 years. (Vanderlin, 2015) This case exemplifies
the extreme legal implications within a pact of this nature. If a 24-year-old did not recognize the
legal implications present within a murder-suicide pact, it is highly unlikely a 14-year-old
understands the breadth of consequence that can result from participating in this ritual.
Apply the ACA Code of Ethics and the ASCA Ethical Standards
Within the ACA code of Ethics, three codes applied to scenario two. First, codes A.4.a
and b deal with avoiding harm and personal values. Code A.4.a states that counselors have a duty
to minimize or remedy unavoidably or unanticipated harm. While scenario 2 does not have harm
that is necessarily unavoidable or unanticipated, it is still harm that needs to be avoided at all
cost. A.2.b considers the counselor’s personal values. In handling this scenario, the counselor
should complete thorough research concerning Satanism prior to meeting with the girls as well as
examine his or her own reservations and biases in discussing Satanism and cults. Not affirming
whether it is wrong or right but allowing freedom to professionally navigate this situation.
Finally, code B.2.a similar to A.4.a in its consideration for harm; however, it is more focused on
confidentiality concerning the client’s safety. It states that counselors are not required to keep
information private if disclosure is required to protect the clients or identified others from serious
and foreseeable harm. In scenario two, because the two girls have been alleged as to being
involved in a murder-suicide pact, the consideration of disclosure and whom to disclose to is
necessary.
The ASCA Ethical Standards pose similar considerations. When focusing on scenario
two, codes A.9.a-e deal with the school counselor and serious and foreseeable harm to self and
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others. This code covers the breadth of involving parents/guardians, recognizing the level of
suicide risk, collaborating with administration, providing culturally responsive mental health
resources to parents/guardians, and reporting to appropriate authorities (admin or law
enforcement) when perceived or perpetrated threat is disclosed. This code outlines how to handle
situations that are or have potential to result in danger to the student or other students. In scenario
two, there is potential harm to both of the girls involved and an ethical duty to the counselor to
ensure every action possible is taken to ensure their safety.
Applicable State Codes/Laws and Federal Mental Health Laws
In the state of Georgia, the state licensure lays out a code of ethics by which the licensees
are expected to abide. Of these rules, Rule 135-7-.02 2a and 135-7-.03 2a4 apply to scenario two.
Rules under 135-7-.02 deal with the integrity of the licensee. 2a state that practicing inhumane or
discriminatory treatment towards any person or group of people is unprofessional. While dealing
with the students alleged to be involved in occult practices, it is important for the counselor to set
their own thoughts and opinions aside in order to best serve and help the students. Rules under
135-7-.03 deal with confidentiality practices of the licensee. 2a4 stated that if there is clear and
imminent danger involving the client or others, it is not unprofessional to reveal the confidence
of the client, and the identified victims or appropriate authorities should be informed. Scenario
two, identifies the potential for imminent danger, so a counselor within Georgia is within
licensing code to share the confidence of the client with appropriate parties.
September 29, 2020, H.R. 1109 was introduced to the Senate as an act to amend the
Public Service Act and extend projects related to school- based mental health programs. This
amendment made provisions for services and supports to be put in place for “developmentally,
linguistically, and culturally appropriate; trauma-informed” supports to be put into place as well
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as school and community based mental health programs. This amendment impact scenario two
by ensuring the students have access to the needed supports to not only prevent this situation but
resolve the situation at hand.
Determine the Nature and Dimensions of the Dilemma
Scenario two poses several moral principles including beneficence, autonomy, and
fidelity with autonomy being the most important of the three. In the identified scenario, the
counselor cannot tell the students how to act or implement a step by step on actions they should
complete with exact detail on how to complete them. Instead, it is the counselor’s responsibility
to provide a space where conversations can be held that allow the students to feel comfortable to
share freely and discuss the implications of the allegations without judgement or fear of
abandonment. This allows the student to maintain ownership of their situation while receiving
outside input into the seriousness of the situation. Although the article deals more so with
medical euthanasia, Mendz and Kissane discuss the importance of Autonomy in relation to
agency especially in dealing with end of life scenarios. Although a murder-suicide pact and
euthanasia are two extremely different end of life scenarios, the importance of autonomy
remains. Agency is described as the human characteristic to have control over one’s own
thoughts or actions. In end of life scenarios, agency tends to be diminished. Therefore, to respect
the autonomy of the client, agency has to be established. (Mendz and Kissane, 2020) Autonomy,
in this scenario, requires beneficence to be affective. If Sarah and the other student truly are
considering a murder-suicide pact, the counselor has a responsibility to be proactive, and if
confirmation is given in a session, the counselor needs to acts instead of sitting on the
information. Finally, fidelity is crucial. Fidelity means honoring the commitments made or
keeping promises. According to Skidmore, Kurpius, and Sharon, counselors need to recognize
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their own bounds of competence and expertise and operate with knowledge of one’s own biases.
Although, again, this journal article is dealing with euthanasia, there are parallels within murder-
suicide pact and euthanasia counseling to be drawn. There will be no progress or resolution in
this scenario if the students cannot trust their counselors. The counselor or counselors dealing
with scenario need to ensure a safe place that fosters a therapeutic relationship in order for
growth to occur. In dealing with end of life scenarios, self-education and supervised experience
or coursework is recommended in order to remain fidelitous. (Skidmore and Kurpius, 2021).
If presented with this specific scenario in my current school setting, I would first reach out to
my mentor counselor within the county, Edie English, as she has many more years of experience
than me as well as the same county requirement in addition to ethical code requirements. Another
individual I would contact for assistance in determining next steps is Laurie Gallman, a former
elementary school counselor and current private family counselor.
Generate Potential Course of Action
In reading scenario two, I immediately began evaluating how I would handle this situation if it
walked in my office. After working through the ethical decision-making model, through the
course of compiling this paper, my first course of action would be to inform the
parents/guardians of Sarah and the other student and supply them with additional outside mental
health resources and implement weekly check ins to supervise the situation in an ongoing
manner. My second thought on how to handle this situation was to inform law enforcement. With
the occult nature of satanism and the legal implications of a murder-suicide pact, this felt outside
of my counseling scope. The role of blood is vital in occult dealings, such as drinking blood or
committing murders for wealth. (Roelofse, Bezuidenhout. 2018) However, as I continued reading
and thinking through the situation, I determined a third course of action, and the most probable to
Ethical Vignettes 8
help in resolving the situation. First, I would have a more in-depth conversation with the student
who reported the Satanism involvement and murder-suicide pact. I would want to understand
where they heard this information and who else is aware of it. Then I would inform Mr. Barnes
of any information regarding Sarah so that he can have a one on one conversation with her, and
hopefully, he could get some clearer answers. Since Sarah is his counselee, she may feel more
fidelity and autonomy speaking alone with her counselor. The same goes for the other student
involved, allowing them to talk to the counselor they are most comfortable with. During these
conversations, a suicide risk inventory should be completed. This suicide risk inventory is
imperative as suicide si one of the leading causes in youth ages 14-24. (Gallo, et al, 2021) I
would also go ahead and ensure parents/guardians are aware of the situation as well as school
administration to ensure proper supervision of the students is occurring. After all of those steps
are followed, Mr. Barnes and myself would observe the situation and if it escalates, we would
need to involve law enforcement, due to the legal implications of the situation.
In any of the potential courses of action, it would be mine and Mr. Barnes responsibility to
ensure we are educated and trained well enough in dealing with student with alleged suicidal
ideation (Gallo, et al, 2021). Sarah and the other student may only consider themselves dabblers
in Satanism and may be a reason why they denied any involvement, but even still murder and
school violence are among other common crimes of “True Dabblers”. However, as officers
approaching the scene of a Satanic crime must be objective and without personal bias, so must
the counselor. (Roelofse, Bezuidenhout. 2018)
Conclusion
By utilizing the model for ethical decision making, the counselor can reframe his or her thought
processes and intern create the most appropriate course of action for the dilemma at hand. If I
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went with my first thought in handling scenario number 2, I would have neglected many parts of
the ACA and ASCA code of ethics as well as not maintained my ACA morals well. This process
helps counselors ensure we make the best and most informed action in regards to our clients for
their benefit.
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References
American Counseling Association. (2014). 2014 ACA code of
ethics. https://www.counseling.org/docs/default-source/default-document-library/2014-
code-of-ethics-finaladdress.pdf
American School Counseling Association. (2016). 2016 ASCA Ethical Standards for School
Counselors. https://www.schoolcounselor.org/About-School-Counseling/Ethical-Legal-
Responsibilities/ASCA-Ethical-Standards-for-School-Counselors-(1)#
Congress. (2020) H.R. 1109- 116 Congress.
th https://www.congress.gov/bill/116th-
congress/house-bill/1109/text
Gallo, L. L., Miller, R., Doumas, D. M., Midgett, A., Porchia, S. (2021) Counseling Students’
Experiences Learning How to Assess Youth Suicide Risk. Journal of Counselor
Preparation and Supervision, 14(3).
https://digitalcommons.sacredheart.edu/jcps/vol14/iss3/9
Mendz, G. L., Kissane, D.W. (2020) Agency, Autonomy, and Euthanasia . The Journal of Law,
Medicine, and Ethics, 48(3), 555-564. https://doi.org/10.1177/1073110520958881
Roelofse, C. J., Bezuidenhout, C. (2018). Satanism: Crime, Deviance, and Disorders. Internal
Security, 10(2), 79-96. https://doi.org/10.5604/01.3001.0013.4217
Rules and Regulations of the State of Georgia. (2022) Chapter 135-7 Code of Ethics.
https://rules.sos.ga.gov/gac/135-7
Skidmore, S. J., Kurpius, S. E. (2021) Euthanasia in an Aging America: An Ethical Challenge for
Mental Health Counselors 43(2), 125-138.. Journal of Mental Health Counseling,
DOI:10.17744/mehc.43.2.03
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Vanderlinde, R. (2015) Man guilty of murdering two women in Barrie in Satanic suicide pact.
https://www.thestar.com/news/crime/2015/01/15/man-guilty-of-murdering-two-women-
in-barrie-in-satanic-suicide-pact.html
