BOUNDARIES AND ETHICS: HOW TO ENGAGE FAMILIES WITHOUT CROSSING THE

LINE FULFILLING THE PROMISE 2016

SUZY RODRIGUEZHOME VISITING NATIONAL MODEL SPECIALIST, UWM

KAREN APITZNORTHEAST 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

3

• 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?

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

7

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

9

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

10

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)

11

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?

12

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?

13

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

14

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

15

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.

16

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 ASSISTANCE17

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

18

WISCONSIN CORE COMPETENCIES

FOR PROFESSIONALS WORKING WITH CHILDREN AND FAMILIES

19

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

WISCONSIN TRAINING AND TECHNICAL ASSISTANCE

COMPETENCIESIII: 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.

20

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 BY AN INDIVIDUAL, GROUP, OR PROGRAM (E.G. APPRECIATIVE INQUIRY, TRANSFORMATIONAL LEARNING, RELATIONAL LEADERSHIP, ETC.).

21

HOW MORAL REASONING DEVELOPS

• JEAN PIAGET: EMERGENCE OF STAGES OF MORAL DEVELOPMENT

• HARVARD PSYCHOLOGIST: LAWRENCE KOHLBERG IDENTIFIED SIX STAGES OF

REASONING AT THREE LEVELSMOVEMENT THROUGH KOHLBERG’S STAGES

22

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

23

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

24

PERSONAL VALUES AND PROFESSIONAL ETHICS

WHAT HAPPENS WHEN VALUES AND STANDARDS CONFLICT?

25

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.

26

FREDERICK REAMER

“SEVEN COMMON AREAS THAT CREATE ETHICAL DILEMMAS”

27

#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:

28

#2 CONFIDENTIALITY

• MAINTAINING IT• WHEN TO BREAK IT• CONSIDER WRITTEN AND VERBAL• SUPPORT STAFF? FAX, EMAIL• FORMAL PROCESSES

YOUR SITUATIONS:29

#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:30

#4 COMPETENCY AND PROFESSIONAL LIMITS

• SYNDROME: “ALL THINGS TO ALL PEOPLE”• LEVELS OF FAMILY INVOLVEMENT (48-51)• BOUNDARIES: PROFESSIONAL, AGENCY AND PERSONAL

YOUR SITUATIONS:

31

#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:

32

#6 TERMINATING SERVICE

• YOUR TRANSITION PLANS• NO-SHOW FACTOR• MISMATCHES• AVOIDING “HELPER ABANDONMENT” SYNDROME

YOUR SITUATIONS:

33

#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:

34

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?

36

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 37

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

38

5 RED FLAGS FOR CROSSING BOUNDARIES

1. “SPECIALNESS” – IS ONE CHILD/FAMILY MORE SPECIAL THAN THE OTHERS? 2. ATTRACTION – COULD BE SEXUAL OR A DESIRE TO “SAVE” OR “RESCUE” CHILD/FAMILY.3. PROFESSIONAL BEHAVIOR CHANGES – SPENDING EXCESSIVE TIME WITH A CHILD/FAMILY OR A HIGH LEVEL OF SELF-DISCLOSURE4. VIOLATION OF PROFESSIONAL NORMS – YOU SEE A CHILD OR PARENT OUTSIDE THE SCHOOL/CENTER REGULARLY BECAUSE YOU ARE TRYING TO “HELP” OR “CHANGE” THEM.5. PROFESSIONAL ISOLATION – NOT CONSULTING OR GETTING SUPERVISION, NOT RECORDING VITAL INFORMATION, NOT ASKING THE ADVICE/INPUT OF YOUR CO-WORKERS.

39

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. 40

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, PSYCHO-SOCIAL DISTRESS, LEGAL PROBLEMS, SUBSTANCE ABUSE OR MENTAL DISTRESS IMPAIR OUR ABILITIES TO PERFORM OUR PROFESSIONAL FUNCTIONS.

41

A MODEL FOR ETHICAL DECISION-MAKING

1. IDENTIFY THE PROBLEM. STATE IT CLEARLY. THE PROBLEM IS…

2. IDENTIFY POTENTIAL SOLUTIONS3. EVALUATE SOLUTIONS AND PRIORITIZE4. DECIDE ON AND IMPLEMENT A PLAN OF ACTION5. PLAN TO LIVE WITH THE AMBIGUITIES OF ETHICAL

DECISION-MAKINGCONSIDERING ETHICAL AND PROFESSIONAL BEHAVIORS (P.61-66)

42

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) 45

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)

46

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

47

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?

48

SUMMARY AND EVALUATION

NEVER MAKE AN IMPORTANT DECISION ALONEETHICAL DECISION-MAKING TAKES PRACTICEEVALUATE YOUR ETHICAL FITNESS FROM TIME TO

TIMEDO THE BEST YOU CAN WITH WHAT IS GIVEN YOUCOMPLETE EVALUATION-LEAVE WITH SITE HOST

THANK YOU!

49

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/

50