Evolution and Standards of the Human Service Profession: A Historical Perspective

1. Chapter 2 The Human Service Profession: History and Standards

2. Why Look at History? • The Paradigm Shift • We Can Learn from the Past • Antecedents to the Human Services Profession: • Counseling, Psychology, Social Work

3. A Brief History of the Psychology Profession • Founded in Religion, Philosophy, and Science • Hippocrates (460-377 BCE): Reflected on the Human Condition • Aristotle (384 -322 BCE): First Psychologist, Used Objective Reasoning • Following Renaissance: Beginnings of Modern Psychology • Wundt (1832-1920) and Galton (1822-1911) • The First Experimental Psychologists

4. A Brief History of the Psychology Profession (Cont’d) • Binet (1857-1911): Developed 1st Individual Intelligence Test • Testing Movement Paralleled the Rise of Psychoanalysis • Freud Greatly Influenced by people like Mesmer • Freud Initially Used Hypnosis—Later Gave It Up • Up To Freud’s Time • People Thought Mental Illness Was of Physical Nature • Treatments Were Quite Odd • (See Box 2.1, p. 36)

5. A Brief History of the Psychology Profession (Cont’d) • Soon Adler & Erikson and Other Contemporaries and Students of Freud’s Became Popular • Developed More Humanistically Based Theories • The 20th Century Has Seen a Great Expansion in the Field of Psychology • Now A Variety of psychologists • APA, founded by G. Stanley Hall 100 years ago, greatly expanded • DSM-IV-TR

6. Psychology's Impact on the Human Service Field • Providing Counseling Theory • Assisted Us to Understand Human Behavior • Better Ways to Work with Clients • Provided Basis for Research and Testing • Our Colleagues, Employers, Supervisors, Consultants

7. A Brief History of the Social Work Profession • Grew out of Concern for the Underprivileged and Deprived in Society • Concept Somewhat Based on English Poor Laws of 1601 • Charity Organization Societies (COSs) and “friendly visitors” • The Settlement Movement (Jane Addams--Hull House) • Mary Richmond: Established 1st Training Program at Columbia Univ. • 1940s to Present: Increased Emphasis on Social and Family Systems

8. Social Work's Impact on the Human Service Field • Emphasis on the Poor, Deprived, Underprivileged, and Mentally Ill • Emphasis Is on Support, Advocacy, and Caretaking • Taught Us Casework Approaches • Taught Us about Systems

9. A Brief History of the Counseling Profession • 1900s: Vocational Guidance (Frank Parsons and NVGA) • Rogers’ Nondirective Approach Greatly Affected the Field • World War II: Need for Counselors Outside of Schools • 1950s: Nat’l Defense Education Act (NDEA) & APGA • 1960s: • Expansion of needed services (Great Society) • Group Counseling Expanded • Micro-Counseling Skills Training • 1980s and 1990s: • Counseling Field Continues to Expand • APGA>AACD>ACA • Today: Many specialty areas

10. Counseling's Impact on the Human Service Field • Humanistic Approach • Emphasis on Support, Education, Prevention, and Development • Counseling Skills Can Be Taught in a Systematic Manner • Stressed the Importance of Career as a Major Life Force

11. The Emerging Need for Human Service Practitioners • National Institute of Mental Health (NIMH) (1940s) • Mental Health Study Act of 1955 • Study Diagnosis and Treatment of Mental Illness • Led to Community Mental Health Centers Act of 1963 • President Johnson's Great Society Legislation • All of the Above Led to a Spreading of Agencies Which Needed Staff–thus: • the Development of Associate Level Human Service Programs • Impact of Regan’s Block Grants, Clinton’s Policies, Terrorism– not clear

12. Development of Human Service Programs • Dr. Harold McPheeters • SREB Grant for Development of Programs at Community Colleges • “Founder” of HS Degree? • Early 1970s • Funding by SREB and NIMH to Develop Bachelor Level Programs • ACA and APA Pulled Out • Rise of the Bachelor's‑level Degree in Human Services

13. Development of Human Service Programs (Cont’d) • Council for Standards in Human Service Education (CSHSE) • Approves Undergraduate Human Service Programs • Provides Directory of Human Service Programs • Provides Special Reports and a Monograph Series • Provides Workshops and Conferences • Advocates for Standards in the Profession • See Appendix C • NOHS also developed around this time

14. The Human Service Professional Today: A Generalist • Draws from All the Mental Health Professions • Completed a Defined Curriculum • Associate or Bachelor’s Level • Cross-Training Makes HSP Well Equipped to Work with Other Professionals

15. Standards in The Profession • Four Standards: • Skills Standards • Credentialing • Ethical Guidelines • Program Approval

16. Skills Standards: • Identify the Job Characteristics (Competencies) • Develop a List of Skills That Would Reflect These Job Characteristics • Identify Tasks Needed to Accomplish These Skills • Competency Areas  Skills  Tasks • Twelve Competencies (See Box 2.3, p. 47)

17. Credentialing • Registration • Certification • Licensure

18. Credentialing in Helping Professions • Certified Human Service Professionals • Phase I: Students from Accredited CSHSE Programs can Apply • Phase 2: Probably– Portfolio Process • Credentialing for Counselors • NCC and Subspecialties: Mental health, Addictions, School • CRC • LPC • Credentialed School Counselors by State Boards of Education

19. Credentialing in Helping Professions (Cont’d) • Credentialing for Social Workers • Bachelor’s Level • C-CYSFW • C-SWCM • Master’s Level • ACSW • QCSW • DCSW • LCSW

20. Credentialing in Helping Professions (Cont’d) • Marriage and Family Therapists • State Licensure • Certified Family Therapist • Psychologists • Licensure as a Psychologist • Psychiatrist • Licensed Physician • Board Certified • Psychiatric Nurse • Certified in a Number of Areas: Generalist, Child and Adolescent, Psychiatric Nursing, Adult or Family Psychology

21. Ethical Guidelines: Purposes • Protect Consumers • Further the Professional Stance of Organizations • Denotes Body of Knowledge • Vehicle for Professional Identity • Reflect Values of Associations • Framework in Ethical Decision‑making Process • Measure of Defense in Case of Litigation

22. Problems with Ethical Codes • Don’t Address All Issues • Conflicts Between and Among Codes • Difficult to Enforce at Times • Public Often Not Involved in Development of Code • Does Not Always Address “Cutting Edge” Issues

23. Resolving Ethical Dilemmas: A Complex Process • Corey, Corey, & Callanan’s Practical, Problem‑solving Model: • Identify the Problem • Identify the Potential Issues Involved • Review the Relevant Ethical Guidelines • Know Relevant Laws and Regulations • Obtain Consultation • Consider Possible and Probable Courses of Action • List the Consequences of Various Decisions • Decide on What Appears to Be the Best Course of Action.

24. Resolving Ethical Dilemmas: A Complex Process • Kitchener Describes the Role of Five Moral Principles: • Promote the Autonomy of the Client • Promote the Beneficence of Society • Promote the Nonmaleficence of People • Show Justice or Fairness to All • Show Fidelity or Loyalty and Commitment to the Relationship

25. Cognitive and Moral Development and Ethical Decision Making • Individuals at Higher Levels of Cognitive Development Make Ethical Decisions in a Different Manner than Those at Lower Levels • Higher Level Thinkers: Reflective Thinkers, Examine All Possibilities, Not Dualistic • Do Activity 2.1, p. 53

26. Program Accreditation • Benefits • Students More Knowledgeable • Students in Longer & More Intensive Field Work • Credentialing Often Related To • Offers Impetus for Setting High Standards • Administrators and Legislators More Willing to Provide Money • Graduates Have Better Job Opportunities • Often Attract Better Faculty • Often Attract Better Students • CSHSE • Developed National Standards • See Appendix D

27. Ethical and Professional Issues: Competence and Qualifications as a Professional • Human Service Professionals must Keep Abreast of Current Trends • Must Be Aware of Your Level of Competence and Training • Should Become a Member of Professional Association(s) • Read Professional Journals, Attend Workshops, Participate in Continuing Education

28. The Developmentally Mature Human Service Professional: Professionally Committed, Ethically Assured • Committed to Professional Growth and Competence • Knows Roots of Profession • Can Work in a Consultative and Mature Manner with Related Professions • Knows Appropriate Ethical Conduct • Actively Supports Program Approval, Credentialing, Skills Standards, and Ethical Guidelines

29. Experiential Exercises and Ethical and Professional Vignettes • Pages 56 - 61