Assessment Description Complete the "Self-Inventory of Ethical Behaviors" located in the Topic 1 Resources. Select the five behaviors that you consider to be the most serious violations of ethical pra
CNL-520: Self-Inventory of Ethical Behaviors
Self-Inventory of Your Views on Ethical and Unethical Behaviors in the Practice of Group Work
This inventory is designed to stimulate your thinking about what constitutes ethical practice in leading groups.
Directions: For each item below, decide to what degree you are in agreement or disagreement with the leader’s behavior by selecting a rating from the drop-down list. Consider the degree to which you think the group leader’s behavior is ethical in each of these situations.
Scale:
1 = I strongly disagree with this leader’s behavior.
2 = I disagree with this leader’s behavior.
3 = I am undecided.
4 = I agree with this leader’s behavior.
5 = I strongly agree with this leader’s behavior.
The group leader does not provide members with a professional disclosure statement.
The group leader does not prepare members for a group, based on the belief that information given to them will pollute the group process.
The leader does not screen prospective members, mainly on the ground that members will not know if a group is appropriate for them until they actually participate in it.
A group leader does not screen candidates because of the leader’s theoretical orientation.
The leader refuses to see members between sessions, even if they request such a private session, and instead asks them to bring up the issue at the next group meeting.
The leader makes it a practice to socialize with members of the group, stating that this does a great deal to foster trust within the group.
The leader fails to intervene when several members focus on a woman and pressure her to leave her husband.
The leader introduces techniques in a group even though the leader has not been trained in the use of these techniques but does so thinking that this is the best way to learn.
The leader does not discuss with members any personal risks associated with joining a group on the basis that one should not give members any more fears than they already have.
The group leader does not mention confidentiality, because they are concerned that doing so would inhibit the establishment of trust.
When confidentiality is broken in a group of high school students, the leader ignores the situation, assuming that to discuss the matter or to take action will make things worse.
A group leader assures the members that the leader will never disclose to those outside the group anything that they say in the group.
A group leader tells the members of the group that if anyone talks about anyone else’s work, the leader will discontinue them from the group.
In an involuntary group, the leader applies a great deal of coercion and pressure on the assumption that the members will not change unless the leader uses these strategies.
Although a group leader does not make use of coercion and pressure strategies, they do allow other members to apply undue pressure at times, believing that this is a natural part of the evolution of a group.
The leader consciously attempts to impose their values on group members because the leader is convinced that the members will benefit from this direction.
The leader sees nothing wrong with influencing the group in a subtle manner to accept the leader’s values.
A group leader imposes some of their values because they are convinced that it is their job to teach morality.
A group counselor openly states that they are using the group they lead to do their own work, on the assumption that this practice keeps the leader present and involved and allows the members to feel closer to and more trusting with them.
The group leader does not make any provisions for the diversity of values among the members, even though the group is characterized by cultural diversity.
The group leader attempts to change the lifestyle orientation of several lesbians in their group, on the assumption that they would be happier if they were to have “normal” sex lives.
The group leader pressures women in the group to adopt traditional sex roles because the leader’s own cultural conditioning has influenced his views on the roles women should play in society.
A group counselor maintains that their role is to treat all members individually and equally; therefore, they make no special provisions for differences due to culture, race, religion, lifestyle, age, disability, or gender among members.
The group leader fosters the dependence of the members, on the ground that this will enable them to work through early childhood experiences pertaining to dependence/independence struggles.
The leader initiates sexual relationships with certain members, stating that this practice is not harmful because the clients are consenting adults.
A group leader borrows money from a member and says they have no problem with this because this member can trust them to make good on their word.
A group counselor allows a member to work on the counselor’s car in exchange for their professional services because the member cannot afford to make payments.
The leader makes it a practice to admit their own friends into their groups on the grounds that the relationships between them and their friends will provide modeling of good interpersonal communication.
The group leader directs others to pressure a silent member because they are quite sure that this member will remain quiet unless others in the group exert this pressure.
The leader contacts the parents of an adolescent girl who discloses her conflicts over having an abortion or keeping her child, without first getting the adolescent’s permission.
The leader is uncomfortable when members explore a conflict; thus, they push clients to make decisions quickly.
The leader does not provide any written statements about their qualifications, the purpose of the group, or the procedures to be employed.
The leader physically blocks a member who is angry at being confronted by another member and wants to leave in the middle of a session.
The leader allows the expression of pent-up rage in group sessions but does not take precautions to see that members are not physically injured in these exercises.
The leader presses members to experience intense emotions and pushes for a catharsis—even if they say they do not want to explore a struggle—out of conviction that they need to experience their emotions to become free.
The leader frequently brings their outside, personal concerns into the group and is willing to be both a member and a leader, on the assumption that such behavior is good modeling for others in the group.
The leader does not explain a technique that the group will be using and does not give the members a choice whether or not to participate in this technique.
A group leader makes no attempt to modify their techniques to fit the needs of their culturally diverse group.
A group leader decides to become romantically involved with one of the members a week after termination of the group.
A group leader decides to become romantically involved with one of the members a year after termination of the group.
The leader forms a group with elementary school children without getting parental permission.
The group leader discusses in some detail their own involvement with drugs, thinking that this will promote openness and trust among a group of adolescents.
A group leader introduces an exercise that involves asking participants to get nude so that they can talk about their body images.
A group counselor does nothing to maintain or upgrade their knowledge or skills, contending that they had one group course ten years ago as part of their master’s degree, and that was sufficient.
The group leader takes no steps to learn about the cultural values of members in their group, even though the group is composed of people with diverse ethnic and cultural backgrounds.
The leader does not give a member a referral even though they are aware that they cannot help them, on the grounds that to refer them would damage the faith others have in the leader.
The leader makes no attempt to evaluate the process or outcomes of the group, stating that evaluation is simply too difficult and time-consuming.
A group counselor discusses his group cases with other professionals at a social gathering.
A leader suggests that a member see them outside the group because of the member’s stated trouble in trusting several of the group members.
The group leader attends a social function that the members of their group organize after the group ends.
Adapted from Corey, M. S., & Corey, G. (2002). Instructor’s manual for groups: Process and practice. Brooks/Cole.
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