Protect the rights of the client when delivering services Use effective problem solving techniques when exposed to competing value systems Ensure services are available to all clients regardless of personal values, beliefs, attitudes and culture Recognise potential ethical issues and ethical dilemmas in the workplace and discuss with an appropriate person Recognise unethical conduct and report to an appropriate person Work within boundaries and constraints applicable to work role Demonstrate effective application of guidelines and legal requirements relating to disclosure and confidentiality Demonstrate awareness of own personal values and attitudes and take into account to ensure non-judgmental practice Recognise, avoid and/or address any conflict of interest Summary Additional resources

1. QUESTION 4
Imagine you are a manager at a community services
organisation. How might you assist a colleague who is feeling
stressed, burnout or suffering from vicarious trauma)?
Note: The following information from the self-care toolkit may be
helpful http://www.community.nsw.gov.au/docswr/_assets/main/lib100056/managers_fact_sheet_01_stress_burno
ut.pdf
A useful tool that can be use in this equation is the Root Cause
Analysis [RCA](tracing a problem to its origins)”In a medical
circumstance it easy to understand the difference between treating
symptom’s and curing symptom’s. Taking medication for pain, won’t
heal the affected area, it’s only through true healing that the
symptom’s can disappear for good. (Surgery to remove the
obstacle, or straighten a bone etc.) This why it’s important to do a
thorough Analysis in the CSO, it’s ineffective to dive in and only fix
the symptom’s on the surface as this will not solve or correct the
behaviour of the client for their improvement. This is why it is
important that CSW look deeper to figure out why the problem is
occurring; you can repair the underlying systems and processes
that are causing the problem. This is why this tool is use by most
CSW’s, that wants to empower and help their clients to lead fulfil
lives. This can be accomplished through three stages: Determine
what happened: Determine why it happened: Apply a process to
reduce the probability that it will happen again. This RCA accepts
that systems and happenings are interrelated. It transpires in a
chain reaction, and by tracing these actions, through investigating
where the problem originated, and this discovery will lead you to
how it grew into the symptom the client/CSW is now facing.
Normally the basic causes are: Physical causes (tangible, material
items failed is some way – car brakes failed): Human causes
(Individual committed a mistake or offense – human causes usually
lead to physical causes i.e. no-one filled brake fluid, which lead to
brake failure):Organisational causes – a system, policy, process
that an individual uses to make to decisions or deliver their
work/CSW if not applicable for that clients situation (As it was with
the brakes no one was responsible for the vehicle maintenance, it
was just assumed that someone else had done the brake fluid.)

2. This is why doing a RCA it is important at all the above causes,
through investigating the patterns of the negative effects, exposing
the hidden weaknesses in the system, and exploring a specific
action that cause the problem. This can lead to several root causes
and can be apply to almost any situation. So stage one is defining
the problem, (what do you see happening? What are the specific
symptoms?) Stage two collect the data (What proof do you have
that the problem exists? What is the impact of the problem?)
Analysing the situation fully, before proceeding to the factors that
contribute to the problem. This is where you need to gather your
resources/CSW, stakeholders who understand the situation. So
you’re observing and gaining a better understanding of the issues
involved. Another handy Tool in this process is the CATWOE –
when you look at all these components, and consider the situation
from all these perspectives. The brainstorming output and problem
solving should be much more comprehensive, through careful
analysis and walking in the shoes of these aspirants. Customer =
who are they and how does the issue affect them? Actors = who is
involved in the situation? Who will be involved in implementing
solutions? And what will impact their success? Transformation
Process = what processes or systems are affected by the issue?
World View = what is the big picture? And what are the wider
impacts of the issue? Owner = who owns the process or situation
you are investigating? And what role will they play in the solution?
Environment Constraints = what are the constraints and limitations
that will impact the solution and it’s success. Stage three identifies
possible casual factors: what sequence of events leads to the
problem? What conditions allow the problem to occur? What other
problems surround the occurrence of the central problem? This is
where being thorough, is critical especially for your client, as you
want to establish the whole puzzle not just one or two pieces.
Bringing the best out in individual, with this RCA, a win/win situation
for all concerned. Stage four identifies the root causes – why does
the casual factor exist? What is the real reason the problem
occurred? Examine the root causes, and apply the stages. Stage
five – recommend and implement solutions. What can you do to
prevent the problem occurring again? How will the solution be
implemented? Who will be responsible for it? What are the risks of
implementing the solutions? Analyse your cause and effect process

3. and identify the changes needed for various systems. It’s also
important to plan ahead to predict the effects of your solution. This
way you can spot the risks before they happen.
"Access and Equity" is about removing the obstacles and
addressing the opportunities created in this process. In CSO this
means ensuring that people with differing/individual needs and
abilities have the same opportunities to successfully gain the
necessary skills, knowledge and experience through education and
training irrespective of their age, disability, colour, race, gender,
religion, sexuality, family responsibilities, or location. In
understanding and addressing the Community Service needs of
everyone, with the aide of Diversity in recognising and valuing of
individual differences. "Disability" the definition under the Act is
broad and includes physical, intellectual, psychiatric, sensory,
learning neurological, physical disfigurement and the presence in
the body of disease causing organisms. So as you can image there
is a lot of scope in dealing with 'Access and Equity’, it also
understands the relevant legislation that protects you and your
client and gives both parties choice of opportunity in developing the
process involved.
Understanding of social and emotional well being varies between
different cultural groups and individuals as well as along the age
and developmental spectrum. Well-being can be defined as the:
“good or satisfactory condition of existence” (Macquarie Dictionary).
CSO can also enrol their senior managers, supervisors in courses.
Accidental Counsellor
Lifeline Top End - Accidental Counsellor
Course Description
‘Accidental Counsellors’ are people who may not have formal qualifications or counselling
experience but find they are placed in a counselling role by accident, as a result of requests for help
from friends, colleagues, clients or others. They want to help, but are unsure how to respond

4. appropriately and may be confronted with a whole range of difficult dilemmas.
The workshop aims to provide non-counsellors with a range of skills to work effectively with people
who may be distressed, agitated or in crisis. It gives participants a practical framework for
managing these issues, while achieving a sense of structure and confidence in their work.
Topics include:
 Communication
 Reflective Listening
 Qualities of Effective Counsellors
 Counselling Skills
 Limit Setting and Boundaries
 Dealing with Crisis (including suicidal ideation)
 Debriefing and Self Care.
The course draws on Lifeline’s vast experience in crisis counselling. Training is experiential and
activity based, focusing on developing awareness and understanding as well as practical skills. The
workshop will provide participants with the opportunity to:
• Define attributes of an effective ‘Accidental Counsellor’ Identify a range of counselling skills
relevant to their role
• Practice a variety of communication skills including engagement, active listening and
questioning
• Develop skills to respond appropriately to aggressive or distressed clients, and crisis
situations
• Articulate clearly the boundaries of their own role with the client Identify a variety of self
care strategies.
One Day ‘Accidental Counsellor’ Workshop
(9am-4-4.30pm)
• $275 (+30c booking fee) per person for volunteers and NFP organisiations ($350 for Katherine)
• $385 (+30c booking fee) per person for Government and Business workers ($460 for Katherine)
• Cost includes Certificate of Completion, Workbooks, and includes personal follow up and
skills development assistance on request.
As this would enable them to be able to deal with any minor incursion in their
work environment such as in this question above.
Responsibilities to colleagues Respect - As a professional the welfare and
community worker is expected to respect the practitioner skills and
conceptual abilities of colleagues Loyalty - The community work practitioner
should provide loyalty and support to colleagues where this does not
contradict the principles of this code of ethics Sharing - The practitioner
should share knowledge, skills and insights with colleagues Accountability -
The practitioner should bring to the attention of colleagues unprofessional or

5. unethical conduct, and if unresolved, to refer the matter to the appropriate
body Professional conduct - refrain from any personal behaviour which may
damage the profession.
Responsibility to employers and employing organisations Managing
employer expectations that conflict with the code - The welfare and
community worker is expected to have clarified prior to employment that
agency policies and practices are likely to allow the application of the
principles contained in this code of ethics and to therefore allow the full
discharge of their duties. Accountability - As an employee of an organisation
the welfare and community worker is expected to carry out the duties and
responsibilities outlined as terms of employment, except where such
contradicts this code of ethics, by: • promoting the stated aims of the
employing organisation in terms of policy, procedure and practice; •
distinguishing in public statements or behaviour whether acting as an
authorised spokesperson of the employer or in a private capacity; and • using
approved channels only to express criticism of employment practices which
are detrimental to the profession. Responsibilities to the profession
Maintaining professional standards - The welfare and community worker will
maintain proper standards of practice, and uphold principles and ethics of the
code at all times. Continuing with professional development - The practitioner
will maintain the standards of knowledge, skill and learning appropriate to
professional development. Promoting the profession - The practitioner will
promote understanding of the role and skills of welfare and community work
practitioners.
ONE – I dentify the dilemma. Firstly you need to look at the dilemma and
gather as much information as you can to clarify the problem. For example
consider if there are any legal aspects to the issue or if the situation can be
defined as an ethical dilemma. It might help to consult with a work supervisor
or colleague about it.
TWO- Apply the code of conduct or code of ethics. Once you have a clearer
picture of the nature of the problem you need to consult the code of ethics for
your profession to see if there are clear guidelines on how the issue should
be addressed. Sometimes further exploration is required. There may also be
a code of conduct in your agency’s policy and procedures manual. Read this.
THREE - Determine the nature and dimensions of the dilemma and seek
consultation. In this step you will need to ask yourself questions such as:
‘What actions will have the least chance of bringing harm to the client?’ ‘What
decisions will safeguard the well-being of the client?’ ‘How can I best promote
self-determination?’
Sometimes the dilemma may involve other agencies or other professionals.
This is a situation where you must consult with your supervisor or director. Do
not try to manage on your own! At times the dilemma may involve your
director or supervisor. If this occurs, it would be important to raise your
concerns with them directly. If you are unable to do this, it would be

6. appropriate to speak to someone outside the agency, such as a management
committee member, a superior from head office, a worker from an outside
body or in extreme cases, the police. Appropriate people are usually at least
one level up from the person concerned and perhaps two levels up if you feel
that your immediate supervisor may be biased. It is therefore useful to know
who people within the service are and the organisation’s relevant reporting
system.
Be careful to protect the identity of the client/ASPIRANT in these situations
unless they have given you permission to release their personal information.
FOUR - Generate possible actions. Brainstorm (with colleagues if you can)
possible solutions to the problem/dilemma.
FIVE - Consider the possible consequences of all options and determine a
course of action. This stage involves looking at all the options and the
consequences of actions for all relevant parties, clients, colleagues, agency,
profession etc.
SIX - Consider the rights and responsibilities of all people involved. It is
critical to consider the balance between rights and responsibilities of workers
and clients. It is possible that as a worker you may consider that a client’s
actions may be putting them at risk of injury. The dilemma arises out of the
responsibilities of workers to maintain a safe environment for all clients while
at the same time maintaining the rights of clients to make informed choices
which may have an element of risk to attached to them.
This is called ‘dignity of risk’. It is important to consider this balance and
choose alternatives which uphold the rights of clients and allow them to
accept personal responsibility for their choices and actions.
SEVEN - Evaluate the selected course of action. Review your selected
course of action. Be careful that the action chosen doesn’t raise any new
dilemmas!
EIGHT - Implement the course of action. You have worked through a process
and should be able to justify your actions and responses. It is always useful
to reflect on the effectiveness of your choices, once again with a supervisor
or colleague if possible.

7. ETHICAL DECISION MAKING MODEL
There is also a common law responsibility of a duty of care towards
clients/colleagues/aspirants. This duty exists and is owed at all times
by all staff/CSW aspirant, catering for the needs of others. Ethical,
stress issues (conflict of issues) do arise from time to time and it is
up to you to be able to recognise it to then to be able to discuss the
issue with an appropriate person
IF THE
GUIDELINES CAN'T
HELP YOU
• IDENTIFY THE PROBLEM
• APPLY ETHICKAL GUIDELINES OR CODE OF
CONDUCT
DETERMINE THE
NATURE AND
DIMENSION OF
THE PROBLEM
• MAKE A DECISION BASEED ON HOW THE GUIDELINES THAT
ADDRESS THE ISSUE
• MAKE A DECISON BASED ON YOUR DUTY OFCARE
IF THE BEST
COURSE OF
ACTION IS STILL
UNCLEAR, SEEK
CONSULTATION
E.G/ DOC'
HELPLINE
• BRAINSTORM POSSIBLE COURSE OF ACTION
• CONSIDER THE POSSIBLE CONSEQUENCES OF ALL OPTIONS
AND DETERMINE THE BEST COURSE OF ACTION
• EVALUATE THE SELECTED COURSE OF ACTION
• IMPLEMENT THE COURSEE OF ACTION