What are the key advocacy issues or risk factors impacting this case?
In most cultures, people with disability are often victimized and secluded from societal activities. The victimization coupled with seclusion results in low self-esteem among the special group of individuals (Lago, 2005). Josie has undergone victimization and seclusion from the soccer team and other after school programs. There is a high likelihood that the child’s self-esteem is low due to the mentioned factors. The following may be done to mitigate the risk factors:
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- View the situation from the client’s perspective
- Create a rapport with the child to eliminate the sense of seclusion
- Nullify the cultural beliefs
Stereotypes about disability
Persons with learning or other developmental disorders are viewed as being incompetent and unreliable. The society views disability as an incurable condition (McMahon & Patton, 2006). Such stereotypes may cause an adverse attitude on the child, thus affecting the outcome of the therapy. Josie contemplates suicide since he believes that nothing can be done to improve his condition. However, to change the situation, the following strategies may be adopted:
- Convince the client that the stereotypes are just falsehoods
- Advise the client of the opportunities available even after exclusion from the soccer team
- Inform the client about the treatment options available
Josie lives with her single mother hence there is a high possibility that he undergoes child abuse in the form of neglect. Neglect may affect one emotionally and hinder his/her psychological development. Below are some of the ways to deal with the issue
- Create a rapport with the client to address the neglect feeling
- Encourage the client’s mother to show parental love to the kid
- Refer the client to other forms of treatment
Roadblocks to counseling
Some cultures impose limitations on the amount of information that may be shared with a stranger. Therefore, the client may be reluctant to give certain sensitive information regarding his condition. Full disclosure of information is essential since it allows the therapy administrator to make better treatment decisions (Lago, 2005). The counselor should create a personal relationship with the client to deal with the inhibitor.
Language may also hinder the successful administration of the therapy. It may limit the conversation with the client hence hindering the effectiveness of the treatment. The problem is compounded by the ethical provisions that require confidentiality of the client’s information. A decision to seek the services of a translator may compromise the confidentiality requirement.
Learning disorders deprive kids of their ability to converse effectively coupled with lowering listening and attention skills. Josie may not be in a position to give the necessary information. Thus, his condition may hinder the efficient administration of the therapy.
Children are incapable of making credible decisions when faced with certain situations. A contract between an adult and a minor is considered voidable at the discretion of the child (Abrahams, 2007). Therefore, it will be hard to obtain consent from Josie owing to his tender age. Therefore, to comply with the requirement, I would request consent from both Josie and his parent.
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The information given by the client must not be shared with any other person not taking part in the counseling. However, the courts may compel the counselor to make part or full disclosure of such information (Bond, 2015). In such a case, the mentioned ethical provision is overlooked. Thus, to ensure that confidentiality of the data is maintained, I would dispense only the relevant information if required to do so by the courts.
A client is entitled to facts about his/her condition. The counselor must tell the victim that the information given is confidential, but it may be disclosed in special cases such as in the event of a court order. Disclosure of such information may turn the client away, and thus counselors tend to shy from making such disclosures. I would give all the necessary information to the kid and require him to make a decision to participate.
Abrahams, H. (2007). Ethics in counselling research fieldwork. Counselling and Psychotherapy Research, 7(4), 240-244.
Bond, T. (2015). Standards and ethics for counselling in action. Newcastle, UK: Sage.
Lago, C. (2005). Race, culture, and counselling. New York, NY: McGraw-Hill Education.
McMahon, M., & Patton, W. (2006). Career counseling: Constructivist approaches. London, UK: Routledge.