Methods of Research

Read the case study examples in Ch. 9 (The Case of Laura)
The case of Laura.
Laura, a master’s level graduate student in a counseling program, has completed a “Social and Cultural
Foundations of Counseling” course that was very personal and required a lot of self-reflection and journaling.
During this course, she had the opportunity to listen to and talk with two lesbian women who had been living in
an open, committed relationship for 15 years. In meeting these people, she decided it was time for her to
“come out” too. She started with a close friend who had known her all her life, but it did not go well. Her friend
was shocked and very disapproving, and they have not talked to each other since the disclosure. She is also
wondering whether she should now tell her parents because she is afraid her former friend will say something
to someone in the small town in which they live, and it will get back to her parents anyway.
Laura is now failing her “Methods of Research” course because she has missed a lot of classes struggling with
this issue. She needs more time and help to catch up, but her instructor is unsympathetic. She does not want
to tell him what is going on for fear of his reaction. Laura has been confiding in one professor, a licensed
professional counselor, who is both a supervisor of her practicum and an instructor in her courses. The
professor acknowledges what a difficult decision Laura is facing with regard to telling her parents and others,
and the professor lets Laura know that she is available to talk to her any time the student needs a friendly ear.
She also tells Laura about a lesbian counselor who has a private practice in the area. Laura is not ready to see
someone she does not know, and she is reluctant to be seen going to a counselor who is known to be gay or
lesbian.
The professor does nothing to persuade her differently and reminds Laura that she is available at any time.
She also inquires whether Laura would like her to talk to the “Methods of Research” instructor—without
disclosing more than the fact that the student is having a hard time right now and could use some help and
understanding. Laura accepts this offer.
• Do you approve or disapprove of how the professor worked with Laura?
• What are the multiple relationship issues involved here, and how would you resolve them?
• Do you think the professor/counselor was engaged in appropriate social activism or in boundary violations?
• What ethical issues are raised in this case?
• If Laura were your student, how would you have dealt with this situation?
Commentary. When supervisees require personal counseling, supervisors should provide appropriate referrals
(Barnett & Johnson, 2010). We like how the professor in Laura’s case offered empathy, support, and practical
assistance without agreeing to engage Laura as a client or otherwise blur the professor–student relationship in
a way that could be harmful. It is up to counselor educators and supervisors to provide a rationale to students
or supervisees when it is necessary that they seek personal therapy outside of the teaching or supervisory
relationship and to assist them in finding an appropriate referral.
Many professional programs strongly recommend, if not require, a personal therapeutic experience (see
Chapter 2). Some programs expect students to undergo individual therapy for a time, and other programs
provide a growth group experience. At the very least, students have a right to know of these requirements
before they make a commitment to begin a program. Informed consent is critical to prevent potential problems.
If properly informed about what a program entails, there is less chance students will have a legitimate
grievance over their rights being violated.
Discuss in your paper one of the cases and its legal and ethical implications. Include the following:
Identify the relevant legal, ethical, and professional issues.
Identify the specific ethical code violations from the CAMFT Code of Ethics.
Describe the importance of professional consultation and supervision.