Please no plagiarism. I have attached an example to go by. The population I chose and currently work with are incarcerated juveniles, so at-risk youth. Boundary Issues It may not be possible or reasonable for counselors to always avoid dual relationships with clients. For example, counselors who live and work in small rural communities may attend the same religious institutions as their clients, or use the same libraries, doctors, or other services. In these multiple-relationship situations, counselors would not be in violation of ethical standards if they took reasonable steps to protect their objectivity and efficacy, and to avoid possibilities of exploitation or harm. Counselors and supervisors usually consider dual relationships on a continuum of risk. As you work through the notion of dual relationships, you should consider the relationship with your client and the context of the situation. It is also important to consider the impact of dual roles on the power dynamics of the therapeutic relationship. For example, clients, students, and supervisees have less experience, knowledge, and power compared with licensed counselors and supervisors. Consequently, they are less likely to recognize inappropriate boundary crossings or to express their concerns about these crossings. It is your responsibility as an ethical practitioner to monitor and ensure appropriate boundaries across all related counseling situations. For this Discussion, review the  Clinical Mental Health Counseling: Boundary Issues  media and consider the population that you are interested in working with as a professional counselor. Then, review the Learning Resources for this week and explore potential boundary issues you may encounter while working with this population. Reflect on potential benefit or harm related to boundary crossing. Finally, consider potential consultants who might be able to address any boundary issues. Post by Day 3  a brief description of the population you selected. Then, explain any potential boundary issues you anticipate may be challenging in working with this population and explain why. Explain the potential benefit or harm associated with boundary crossing with this population. Finally, explain who you might consult with to address this boundary issue and why. Be sure to use the Learning Resources and the current literature to support your response. Respond by Day 5  and expand on your colleague’s posting by providing an alternate perspective on how you would work with your colleague’s selected population. Provide potential boundary crossing challenges that your colleague did not discuss and offer potential solutions for addressing these challenges. Required Resources Note:  To access this week's required library resources, please click on the link to the Course Readings List, found in the  Course Materials  section of your Syllabus. Readings Herlihy, B., & Corey, G. (2015).  ACA ethical standards casebook  (7th ed.). Alexandria, VA: American Cou.

1. Please no plagiarism. I have attached an example to go by. The
population I chose and currently work with are incarcerated
juveniles, so at-risk youth.
Boundary Issues
It may not be possible or reasonable for counselors to always
avoid dual relationships with clients. For example, counselors
who live and work in small rural communities may attend the
same religious institutions as their clients, or use the same
libraries, doctors, or other services. In these multiple-
relationship situations, counselors would not be in violation of
ethical standards if they took reasonable steps to protect their
objectivity and efficacy, and to avoid possibilities of
exploitation or harm.
Counselors and supervisors usually consider dual relationships
on a continuum of risk. As you work through the notion of dual
relationships, you should consider the relationship with your
client and the context of the situation. It is also important to
consider the impact of dual roles on the power dynamics of the
therapeutic relationship. For example, clients, students, and
supervisees have less experience, knowledge, and power
compared with licensed counselors and supervisors.
Consequently, they are less likely to recognize inappropriate
boundary crossings or to express their concerns about these
crossings. It is your responsibility as an ethical practitioner to
monitor and ensure appropriate boundaries across all related
counseling situations.
For this Discussion, review the
Clinical Mental Health Counseling: Boundary Issues
media and consider the population that you are interested in
working with as a professional counselor. Then, review the
Learning Resources for this week and explore potential
boundary issues you may encounter while working with this
population. Reflect on potential benefit or harm related to
boundary crossing. Finally, consider potential consultants who

2. might be able to address any boundary issues.
Post by Day 3
a brief description of the population you selected. Then,
explain any potential boundary issues you anticipate may be
challenging in working with this population and explain why.
Explain the potential benefit or harm associated with boundary
crossing with this population. Finally, explain who you might
consult with to address this boundary issue and why.
Be sure to use the Learning Resources and the current literature
to support your response.
Respond by Day 5
and expand on your colleague’s posting by providing an
alternate perspective on how you would work with your
colleague’s selected population. Provide potential boundary
crossing challenges that your colleague did not discuss and
offer potential solutions for addressing these challenges.
Required Resources
Note:
To access this week's required library resources, please click
on the link to the Course Readings List, found in the
Course Materials
section of your Syllabus.
Readings
Herlihy, B., & Corey, G. (2015).
ACA ethical standards casebook
(7th ed.). Alexandria, VA: American Counseling Association.
Chapter 5, “Managing Value Conflicts” (pp. 193–204)
Chapter 7, “Managing Boundaries” (pp. 215–229)
Chapter 12, “The Intersection of Ethics and Law” (pp. 281–288)
Remley, T. P., Jr., & Herlihy, B. (2016).
Ethical, legal, and professional issues in counseling
(5th ed.). Upper Saddle River, NJ: Pearson.
Chapter 9, “Boundary Issues” (pp. 216-244)
Brown, C., & Trangsrud, H. B. (2008). Factors associated with
acceptance and decline of client gift giving.
Professional Psychology: Research and Practice, 39

3. (5), 505–511.
Retrieved from the Walden Library databases.
Burwell-Pender, L., & Halinski, K. H. (2008). Enhanced
awareness of countertransference.
Journal of Professional Counseling, Practice, Theory, &
Research, 36
(2), 38–51.
Retrieved from the Walden Library databases.
Erickson, S. H. (2001). Multiple relationships in rural
counseling.
The Family Journal, 9
(3), 302–304.
Retrieved from the Walden Library databases.
Heaton, K. J., & Black, L. L. (2009). I knew you when: A case
study of managing preexisting nonamorous relationships in
counseling.
The Family Journal, 17
(2), 134–138.
Retrieved from the Walden Library databases.
Case Studies
Herlihy, B., & Corey, G. (2015).
ACA ethical standards casebook
(7th ed.). Alexandria, VA: American Counseling Association.
“Case Study 8: Couples Counseling Gone Wrong” (pp. 189-192)
“Case Study 9: I’m Stuck” (pp. 198-202)
“Case Study 13: Disputing Unhealthy Beliefs or Imposing
Values”(pp. 223-226)
Media
Laureate Education, Inc. (Executive Producer). (2012).
Clinical mental health counseling: Boundary issues
[Video]. Baltimore, MD: Author.
Note:
The approximate length of this media piece is 4 minutes.
Optional Resources
Kress, V. E., & Dixon, A. (2007). Consensual faculty-student

4. sexual relationships in counselor education: Recommendations
for counselor educators’ decision making.
Counselor Education & Supervision, 47
(2), 110–122.
Retrieved from the Walden Library databases.
Pope, K. S., & Keith-Spiegel, P. (2008). A practical approach to
boundaries in psychotherapy: Making decisions, bypassing
blunders, and mending fences.
Journal of Clinical Psychology, 64
(5), 638–652.
Retrieved from the Walden Library databases.