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Code Of Ethics In Multicultural Practice

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Ethics in Multicultural Practice
Code of Ethics
The CCPA (2020) covers the topic of culture and diversity several times throughout the code of ethics. There are several legal and ethical aspects to counselling that involve culture and diversity. The ethical guidelines in the code of ethics regarding culture and diversity refer to all cultural identities and groups. Section A12: Diversity Responsiveness highlights the importance for counsellors to be responsive and actively work to improve their awareness and sensitivity towards diversity and culture (CCPA, 2020). It is important to note that the code of ethics has provided a section to specifically highlight the ethical concerns regarding Indigenous Peoples in Canada, in Section I (CCPA, …show more content…

Although many people do speak English, it may not be their first language and they may struggle with language comprehension (Shebib, 2020). As a counsellor, I must ensure my clients fully understand the information when they give consent. I must attempt to accommodate to the needs of all clients including cultural needs and language barriers (CCPA, 2020). To ensure each client has a full understanding of the information and enough information to make an informed decision, I would ask each client to explain the information back to me in their own words. This way, I can easily determine whether or not they understand the information enough to give an informed decision on whether to participate in therapy or not. Offering resources such as a translator or the choice between oral and written consent may be beneficial (Shebib, …show more content…

This mainly refers to competence regarding education and career experience, but can also apply to cultural practices. Practicing cultural awareness is an important trait for a counsellor to posses, however counsellors must be mindful not to cross boundaries of cultural competence (CCPA, 2020). Section I4: Respectful Awareness of Traditional Practices encourages counsellors to be knowledgeable about traditional teachings, values, and practices of Indigenous people. Section I3: Recognition of Indigenous Diversity highlights the importance of recognizing the diversity in Indigenous groups (CCPA, 2020). There a variety of diverse tribes within Indigenous culture, and they should not all be grouped into simply “Indigenous people” (Mullen, 2019). Although it is encouraged to practice awareness and even participate in traditional practices, as counsellors we must ensure we do not overstep boundaries and appropriate culture rather than honor and respect it. Section I5: Appropriate Participation in Traditional Practices encourages counsellors to gain confirmation from cultural guides and Indigenous people about when it is appropriate to participate in traditional practices. I would not want to attempt to practice awareness in a way that looked as though I was mocking

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Furthermore, they should be aware of the cultures of the patients their facility is serving. It is crucial to maintain cultural competence for yourself and for

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What’s meant by that is with the protection and preservation of Indigenous culture, but at the same time, there should be measures and protocols that take effect so that it’s not viewed by people as appropriating their culture and alienating the actual meaning of protecting and preserving Indigenous culture. This point fits perfectly with the principle of learning, which is “Learning involves recognizing that some knowledge is sacred and only shared with permission and/or in certain situations.” This point connects to the principle of learning, because learning is diverse in the sense that while it is good to learn about a topic and/or topics, there should be the care in taking caution that some learning and knowledge is not for the average person to see or hear, as certain sacred practices and topics are things that should be treated with the utmost respect for Indigenous culture and

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Competency 5 Applying Foundational Knowledge about First Nations, Métis and Inuit A teacher develops and applies foundational knowledge about First Nations, Métis and Inuit for the benefit of all students. a) understanding the historical, social, economic, and political implications of: a. treaties and agreements with First Nations; b. legislation and agreements negotiated with Métis; and c. residential schools and their legacy; b) supporting student achievement by engaging in collaborative, whole school approaches to capacity building in First Nations, Métis and Inuit education; c) using the programs of study to provide opportunities for all students to develop a knowledge and understanding of, and respect for, the histories, cultures,

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With each different culture, whether indigenous or otherwise, there are many Psychological systems that offer a unique perspective on Mental Health foundations surrounding the culture that often differ heavily. These differences, although frequently polarizing, come with their own set of culture linkages which provide insight into their values, beliefs and accompanying customs. As shown in the video “Culture Matters: Indigenous Perspectives on Behavioral Healthcare”, there are often many differences in cultures such as the Indigenous compared to Western. Many cultural specific issues occur, like drug addiction, alcoholism, emotional imbalances and unresolved historical scars. These issues along with the incredible underrepresentation in both

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Wouldn't having knowledge in these areas be more beneficial than detrimental to our society? Although I acknowledge that there is an abundance of diversity and richness within the Indigenous community that cannot be covered entirely, I still feel that the educational curriculum falls short in this regard. When Weenie says “…we cannot assume that all our students have foundational knowledge of our culture. Due to colonization cultural transmission has been disrupted and much of our work is about restoring and revitalizing.” (Weenie, 2019) This quote stood out to me.

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Human service professionals working under Standard 2 must first obtain a client's informed consent before beginning a helping relationship. Clients should be able to ask questions and be informed that they can revoke their consent at any time, except for when required to do so by court order, before agreeing to the services. For clients who are unable to give consent, an informed consent statement should be reviewed by those legally authorized to do so, and appropriate consent should be given. 3. Standard: Human service providers uphold the client's right to privacy and confidentiality, except for situations in which doing so would seriously harm the client or others, as stated in agency policies, or in other specific circumstances (such as laws from local, state, or federal jurisdictions).

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For instance, the practitioners are obligated to constantly inform the participants about plans that pertains to interventions (Reamer, 1987). In addition, it is essential for informed consent to include the following: “What is done, the reasons for doing it, clients must be capable of providing consent, they must have the right to refuse or withdraw consent, and their decisions must be based on adequate information” (Kirk & Wakefield, 1997, p. 275). One of the most dehumanizing incidents that occur is the researchers prohibit the participants’ self-determination. For example, the men were compliant with receiving treatment and to be examined by the physicians.

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I particularly agreed with the authors’ argument about blending cultural and academic knowledge (McKinley & Brayboy, 2005, p. 435). I think it is institution’s responsibility to respect their cultural knowledge but also provide appropriate academic knowledge, relative to Indigenous students to be able to actively engage in reciprocal learning with their cultural knowledge, which, then, adds value to their survivance practice. I find that this piece opened up a new way of looking at the challenges which Indigenous students encounter and the ways to move forward with the situation through changing the perception of education not only from Indigenous students, but also from the perspectives of non-Aboriginal members in institutions by providing a way to

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