RESUMO
Marriage and family therapists (MFTs) use ethical codes and state licensure laws/rules as guidelines for best clinical practice. It is important that professional codes reflect the potential exponential use of technology in therapy. However, current standards regarding technology use lack clarity. To explore this gap, a summative content analysis was conducted on state licensure laws/rules and professional ethical codes to find themes and subthemes among the many aspects of therapy in which technology can be utilized. Findings from the content analysis indicated that while there have been efforts by both state and professional organizations to incorporate guidance for technology use in therapy, a clear and comprehensive "roadmap" is still missing. Future scholarship is needed that develops clearer guidelines for therapists.
Assuntos
Redes de Comunicação de Computadores , Terapia Familiar , Terapia Conjugal , Telecomunicações , Redes de Comunicação de Computadores/ética , Redes de Comunicação de Computadores/legislação & jurisprudência , Redes de Comunicação de Computadores/normas , Terapia Familiar/ética , Terapia Familiar/legislação & jurisprudência , Terapia Familiar/métodos , Humanos , Terapia Conjugal/ética , Terapia Conjugal/legislação & jurisprudência , Terapia Conjugal/métodos , Telecomunicações/ética , Telecomunicações/legislação & jurisprudência , Telecomunicações/normasRESUMO
This article illustrates a teaching case in which a marriage and family therapy (MFT) trainee learned to develop cultural sensitivity toward same-sex couples despite religious beliefs that put her at risk of discriminating against that population. The case took place during a marriage and family therapy ethics course in the spring of 2003. From two first-person perspectives, the authors illustrate the processes that facilitated the student's change, addressing the class activities, discussions, and pivotal moments of teaching and learning that promoted the student's cultural competency and helped her to resolve this personal and ethical dilemma. A set of classroom techniques (creating a safe environment, using a stance of curiosity, finding alternative learning formats, extrapolating ideas from multiple sources, and capitalizing on students' experiences outside of class) used in the case are detailed throughout the article.
Assuntos
Terapia de Casal/educação , Características da Família , Terapia Familiar/ética , Homossexualidade , Terapia Conjugal/ética , Preconceito , Terapia de Casal/métodos , Terapia Familiar/educação , Feminino , Humanos , Masculino , Terapia Conjugal/educação , Estereotipagem , EnsinoRESUMO
This article presents reflections on and a critique of the recent revision of the AAMFT Code of Ethics on the multiple relationship ethical standard. A brief historical overview of terminology and the debate surrounding "dual" and "multiple" relationship ethical rules in marriage and family therapy is provided. The term "exploitation" is also delimited. Ethical principles and a set of standards addressing "detrimental" versus "potentially beneficial" interactions are introduced, deriving from works in other mental health professions. The article recommends: (a) the terms "dual" and "multiple" relationships should be abandoned; (b) the ethical principles underlying the AAMFT Code of Ethics need to be examined; and (c) the debate on the topic of detrimental therapist-client interactions in marriage and family therapy needs to be revisited, especially in light of a "positive ethics."