Boundaries, Ethics and Self Care

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David Convirs

Elizabeth “Liz” Peoples

Boundaries

PROFESSIONAL AND PERSONAL

Personal Boundaries

• Guidelines, rules or limits

• Created to identify what are reasonable, safe

and permissible ways for other people to

behave around the creator
• How they will respond when someone steps

outside those limits

Professional Boundaries

• Professional boundaries define effective and

appropriate interaction between professionals and the public they serve

• Boundaries exist to protect both the volunteer and the client

• Do you know how to treat all staff members

fairly without positive or negative feelings

influencing your decisions

Oregon’s Expectations (Mandatory)

• Represent all aspects of professional capabilities and services honestly and accurately • Ensure that all actions with a client are based on understanding and implementing the

core values of caring, respect, compassion, appropriate boundaries, and appropriate

use of personal power
• Develop alliances with the client, colleagues, other health care providers, and the community to provide care and services that are safe, effective, and appropriate to the

client’s needs

• Develop and incorporate respect for diverse client backgrounds including a client's clinical diagnosis, lifestyle, sexual orientation, race, gender, ethnicity, religion, age, and socioeconomic background when planning and providing services

• Act as an advocate for client and client’s needs

• Respect the client's right and responsibility for self-determination in making health care choices

• Base decisions and actions on behalf of a client on sound ethical reasoning and current principles of practice

• Maintain client confidentiality • Recognize and protect a client’s rights

Client Rights

• Be treated with dignity and respect

• Be free from theft, damage, or misuse of personal property • Be free from neglect of care, verbal, mental, emotional,

physical, and sexual abuse

• Be free from financial exploitation • Voice grievances or complaints regarding services or any other

issue without discrimination or reprisal for exercising their

rights
• Be free from discrimination in regard to race, color, national

origin, gender, sexual orientation, or religion

• Have client information and records confidentially maintained.

International Association of Peer

Specialists (Aspirational)

• Peer support is voluntary

• Peer supporters are hopeful • Peer supports are open minded • Peer supporters are empathetic

• Peer supports are respectful

• Peer supporters facilitate change • Peer supporters are honest and direct • Peer support is mutual and reciprocal

• Peer support is equally shared power

• Peer support is strengths-focused • Peer support is transparent • Peer support is person-driven

Professionalism

Self-Care

 

Lee, J. J., & Miller, S. E. (2013). A self-care

framework for social workers: building a

strong foundation for practice. Families in

Society: The Journal of Contemporary Social Services, 94(2), 96-103.

“a process, an ability, but most often an

engagement in particular behaviors that are

suggested to promote specific outcomes, such

as a ‘sense of subjective well-being,’ a healthy

lifestyle, stress relief, and resiliency for the prevention of empathy fatigue”

Exercise
Sleeping/napping

Take time for yourself

Recreational reading
Hobbies

Spending time away from technology
Ask for help
Express anger and frustrations
Find things that make you happy
Dance

Pray

Meditate

Spend time in nature

Treat yourself
Reflect on what is important to you

 Prevents burnout, empathy fatigue

 It’s beneficial to your health

 Allows for better outcomes for your clients/peers

 It’s individualized to be the most beneficial for you

 Self-care is not selfish

Recommended publications

Management Assistance Program

Management Resources Management Assistance Program SETTING BOUNDARIES AT WORK: Helping others to understand your boundaries while respecting and protecting theirs GOALS: The goal of this module is to provide organizations, managers and employees with the tools necessary to set and abide by boundaries in the workplace to create a healthy and productive work environment. The specific goals are to help organizations, managers, and employees: • Understand the importance of boundary setting • Learn how to set and maintain boundaries OVERVIEW: According to educators at the University of California, San Francisco, “When we talk about needing space, setting limits, determining acceptable behavior, or creating a sense of autonomy, we are really talking about boundaries. It is a general misconception that having good boundaries will distance you from others. However, the truth is that when you know where you end and others begin, you can closely engage with others because you will not feel overwhelmed or unprotected.”1 Boundaries are important in the workplace because they define the limits and responsibilities of the people with whom you interact in the workplace. When workplace boundaries are clearly defined, the organization works more efficiently. Setting proper boundaries can result in a sense of accountability for all staff members. Job responsibilities can be more precisely assigned, and job performance can be more accurately measured. Boundaries are the invisible lines that are drawn to help define roles and interactions in relationships. When these lines are crossed, negative consequences may result. Having weak boundaries or no boundaries at all is as debilitating as violating boundaries. 1 “Setting Healthy Workplace Boundaries.” University of California, San Francisco.
A Confucian Defense of Shame: Morality, Self-Cultivation, and the Dangers of Shamelessness

religions Article Article Article A ConfucianA Confucian Defense Defense of Shame: of Shame: Morality, Morality, Self-Cultivation, Self-Cultivation, A Confucian Defense of Shame: Morality, Self-Cultivation, and theand Dangers the Dangers of Shamelessness of Shamelessness and the Dangers of Shamelessness Mark BerksonMark Berkson Mark Berkson Department of Religion,Department Hamline of Religion, University, Hamline St. Paul, University, MN 55104, St. USA;Paul, [email protected] 55104, USA; [email protected] Department of Religion, Hamline University, St. Paul, MN 55104, USA; [email protected] Abstract: ManyAbstract: philosophers Many and philosophers scholars in and the scholars West have in the a negative West have view a negative of shame. view In muchof shame. In much of Abstract: Many philosophers and scholars in the West have a negative view of shame.of post-classical In much ofpost-classical Western ethical Western thought, ethical shame thought, is compared shame is negativelycompared negatively with guilt, with as shame guilt, isas shame is asso- post-classical Western ethical thought, shame is compared negatively with guilt, asassociated shame is asso- withciated the “outer”, with the how “outer”, one appears how one before appears others before (and othe thusrs is (and merely thus a is matter merely of a “face”), matter of “face”), and ciated with the “outer”, how one appears before others (and thus is merely a matterand of “face”), guilt is and associatedguilt is associated with the “inner”with the realm “inner” of therealm conscience of the conscience and soul. and Anthropologists soul. Anthropologists and and philoso- guilt is associated with the “inner” realm of the conscience and soul.
Boundaries in Marriage

Boundaries in Marriage – Sunday School Notes – Christoph Kreitz Boundaries are the personal property lines which define who we are, what we are responsible for, and where we have limits and limitations. Having clear boundaries is essential for a healthy, balanced lifestyle as well as for spiritual growth and for our ability to give and receive love. Yet many Christians lack boundaries because they fear being selfish, unloving, and unsubmissive. In this Sunday School Series, which is based on the books “Boundaries” and “Boundaries in Marriage” by Drs. Henry Cloud & John Townsend, we want to take a biblical view of boundaries and in particular of boundaries in marriage. We will study what boundaries are and why they are necessary for our Christian walk. We will then look at ways to solve common boundaries conflicts with ourselves, friends, our work, our family, our children, and our spouse. Afterwards we will focus on building proper boundaries and resolving conflicts in our marriage. Finally we will discuss how to avoid the misuse of boundaries and to develop healthy ones instead. i Contents 1 Introduction 1 I General Principles 8 2 What is a boundary? 9 2.1 Misunderstandings about Boundaries ............................ 9 2.2 Central Aspects ........................................ 9 2.3 Why are Boundaries important in Marriage? ........................ 13 2.4 What is within the Boundaries? ............................... 15 2.5 Examples of Boundaries ................................... 23 2.6 Common Boundary Myths .................................. 27 3 Boundary Problems 35 3.1 Compliance .......................................... 36 3.2 Avoidance ........................................... 38 3.3 Other-Control ......................................... 39 3.4 Unresponsiveness ....................................... 41 3.5 Functional and Relational Boundaries ............................ 42 3.6 How did we become that way? ...............................
Bullying in the Workplace Training Manual with Quiz Sheet

Bullying in the Workplace 1 Bullying in the Workplace Workplace – COVID-19 Training Series WV DOH Training & Development Unit – COVID-19 – Training Manual 04/2020 Bullying in the Workplace 2 Introduction Bullying is called the silent epidemic. Although half of workers have experienced or witnessed bullying, policies and laws dealing with it are far less prevalent. This is, in part, because bullying can be hard to identify and address. People wonder, what does bullying look like? How can we discourage it in our workplace? What can I do to protect my staff and co-workers? All of these questions (and more!) will be answered in this training. Learning Objectives At the end of this workshop, you will be able to: o Define what bullying is and is not o Understand the costs of bullying to people and organizations o Identify bullying behaviors and the reasons behind them o Know some ways to prevent bullying and understand what role you can play o Know some ways to protect yourself from bullying o Know what to do if you are bullied o Identify appropriate solutions for a bullying incident (within and outside the organization) o Assist in creating an anti-bullying policy Session One: Defining Bullying What is Bullying? Let’s make sure that we’re all on the same page when it comes to talking about bullying. American bullying experts Drs. Gary and Ruth Namie give us this definition: “Bullying at work is repeated, health-harming mistreatment of a person by one or more workers that takes the form of verbal abuse; conduct or behaviors that are threatening, intimidating, or humiliating; sabotage that prevents work from getting done; or some combination of the three.” (Source: Page 3, The Bully at Work – Second Edition, Namie and Namie, 2009.
Building Better Boundaries

Building Better Boundaries Created By: The Self Help Alliance Disclaimer To reprint items prepared by the Self Help Alliance, the following terms apply to written items and documents. Please note, you do not need reprint permission for these items, (however we do require that items be referenced and/or cited) if you plan to use for the following purposes: to improve the management practices within your organization ex. for policies, procedures, training, planning etc. You may copy items to share with internal members of your board, staff, etc. to include items in a publication for which there is no cost to the reader. For example, you may include items in a publication internal to the organization or a publication that is external to the organization and for which there is no cost. Regarding any reprint items, please include with your reprint and/or reference: Name of author Organizational Name Copyright date Source of material If you are printing materials for a profit based purpose or anything else not referred to above, please connect with us. If you have any questions, please do not hesitate to contact us at: p: 519.766.4315 a: 5420 Highway 6 North, RR #5 Suite J100, Guelph, Ontario, N1H 6J2, Canada We hope that you enjoy our materials. Thank you, Self Help Alliance Better Boundaries 2010 2 Content Page Number Scope / Goal / Outcomes Section One – Introduction to Boundaries Section Two – Where Do Boundaries Come From? Section Three – Boundary Types: Physical Boundaries Section Four – Boundary Types: Sexual and Spiritual Boundaries Section Five – Boundary Types: Relationship and Legal Boundaries Section Six – Boundary Types: Emotional and Mental Boundaries Section Seven – Understanding and Setting Boundaries Section Eight – Overcoming Boundary Challenges Self Help Alliance Better Boundaries 2010 3 Scope This curriculum duration is 12 hours (1.5 hour sessions x 8 sessions).
Managing Personal Boundaries”

Notes for the Caleb Leadership Development Course MODULAR SET 3 (M9 - 12) ‘THE ANOINTED WORK OF KINGDOM MINISTRY’ Module 9: ‘Protecting & Managing Your Personal Boundaries’ Produced by Martin and delivered by the Caleb Team All notes are the intellectual property of Caleb Ministries and are Copyright. Therefore apart from private, personal use, they must not be reproduced in whole or in part without written permission. Name: _________________________________ Open College Network Level 3 Course on Christian Leadership Development Developed and presented by Caleb Ministries Assessment Evidence for Unit 9: “Managing Personal Boundaries” OCN Unit Code: HB1/3/NQ/012 NB: (1) TYPED ANSWERS ARE PREFERRED BUT NOT INSISTED UPON. PLEASE EITHER SEND THEM FOR MARKING ELECTRONICALLY OR HAND THEM IN AS A PRINTED HARD COPY. (2) ALWAYS PRINT OFF A MARKED COPY AND ADD IT TO YOUR PORTFOLIO. (3) DO NOT ASSUME THAT THE SMALL SPACES INDICATE THAT ONLY A SMALL AMOUNT OF WORDS ARE REQUIRED. (4) AS A GUIDE, YOUR TOTAL ASSESSMENT EVIDENCE WORD LENGTH FOR THE MODULE SHOULD BE BETWEEN 750 AND 1000 WORDS. This unit has 4 learning outcomes. LEARNING OUTCOMES ASSESSMENT CRITERIA The learner will: The learner can: 1. Understand what is meant by personal 1.1. Explain what is meant by personal boundaries. boundaries. 2. Understand the significance of personal 2.1. Explain the possible implications of boundaries boundaries in different contexts. being blurred or non-existent in a personal context. 2.2. Explain the possible implications of boundaries being blurred or non-existent in a leadership context. 3. Know how to measure whether a 3.1.
Transference and Countertransference and the Trauma Triangle: Ethics 3 Hours

TRANSFERENCE AND COUNTERTRANSFERENCE AND THE TRAUMA TRIANGLE: ETHICS 3 HOURS ROSALIE W. HYDE LCSW FACULTY CO-FOUNDER THE HOUSTON GALVESTON TRAUMA INSITUTE PRIVATE PRACTICE 3100 RICHMOND Ave #110 Houston Texas 77098 713-960-8450 [email protected] SUPERVISOR/TEXAS SOCIAL WORK LICENSURE CONSULTATION: INDIVIDUAL AND GROUP “EASIER SAID THAN DONE” Boundaries are the limits that allow for a safe connection based on the client’s needs. The law and our professional Codes of Ethics by themselves cannot address most of the situations encountered by therapists and their clients in the difficult work of psychotherapy with traumatized people. The law and code are both narrative and literal and the real territory of ethics is ruled by more implicit boundaries, which prohibit actions that betray the client and the therapist. This unchartered territory is the dangerous ground of the therapy relationship, and in which we must steady our course to make rational, relational decisions to protect the client, the relationship and ourselves. THE TRAUMA TRIANGLE VICTIM PERPETRATOR WITNESS/ RESCUER COLLUDING OR POWERLESS TRAUMATIC EXPERIENCES Psychological trauma can be anything that is too much for the person to manage emotionally. There are a variety of life events that are traumatic to a person, including some experiences that for one person may be overwhelming and not overwhelming to another. For Example: SEXUAL ABUSE PHYSICAL ABUSE/BATTERING RAPE FEMALE GENITAL MUTILATION NEGLECT EXPERIENCE OF BEING OVER-CONTROLLED OR MONITORED EXPERIENCE OF BEING CRITICIZED OR BLAMED WITNESS TO ABUSE OF ANY KIND TO ANOTHER TORTURE/IMPRISONMENT POVERTY/HUNGER WAR/COMBAT TRAUMA EARLY LOSS OF A PARENT LOSS OF A CHILD OR SIBLING DISABILITY/ CHRONIC ILLNESS IN A PARENT / SIBLING CHRONIC ILLNESS, REPEATED HOSPITALIZATIONS, TERMINAL ILLNESS ACCIDENTS: AUTO, FIRE, MANUFACTURING, ETC.
Workplace Bullying and Harassment

Law and Policy Remedies for Workplace Bullying in Higher Education: An Update and Further Developments in the Law and Policy John Dayton, J.D., Ed. D.* A dark and not so well kept secret lurks the halls of higher education institutions. Even among people who should certainly know better than to tolerate such abuse, personnel misconduct in the form of workplace bullying remains a serious but largely neglected problem.1 A problem so serious it can devastate academic programs and the people in them. If allowed to maraud unchecked, workplace bullies can poison the office culture; shut down progress and productivity; drive off the most promising and productive people; and make the workplace increasingly toxic for everyone who remains in the bully dominated environment.2 A toxic workplace can even turn deadly when stress begins to take its all too predictable toll on victims’ mental and physical health, or interpersonal stress leads to acts of violence.3 Higher education institutions are especially vulnerable to some of the most toxic forms of workplace bullying. When workplace bullies are tenured professors they can become like bullying zombies seemingly invulnerable to efforts to stop them while faculty, staff, students, and even university administrators run for cover apparently unable or unwilling to do anything about the loose-cannons that threaten to sink them all. This article examines the problem of workplace bullying in higher education; reviews possible remedies; and makes suggestions for law and policy reforms to more effectively address this very serious but too often tolerated problem in higher education. * This article is dedicated to the memory of Anne Proffitt Dupre, Co-Director of the Education Law Consortium, Professor of Law, Law Clerk for the U.S.
Managing Professional Boundaries

1 | P a g e What is a personal boundary? A line you draw to protect all or part of your life from being controlled, manipulated, fixed, misunderstood, abused, discounted, demeaned, wrongly judged. Your right to boundaries is not selfish. It is a simple principle of ownership. If you own it, it’s yours. You get to make choices for your life. If you treasure your life, you will make choices for its good. If you don’t you won’t. Constructing a solid, effective personal boundary system takes time. Once you are successful at setting new limits in one area, it will motivate you to move on to the next. "The first boundary I drew was between myself and my habit of saying negative things about myself to others.” Why personal boundaries? Boundaries define your identity: They are your borderlines, enabling an identifiable shape to emerge around your beliefs and preferences. This definition produces a confidence within you that lets others know what you have to offer, and what to expect from you. This will help you attract positive people and opportunities that will welcome who you are. Boundaries protect you from violators – people, beliefs, habits, and situations that lessen or block you in some way. Say no to what doesn’t fit and yes to what does. Boundaries speak for you. Give off an often unspoken message that usually discourages boundary violators. Boundaries bring order. Without them you will be unable to regulate the influence of the whims of others, bringing internal anarchy and the loss of an intentional life.
Identity, Identification and Narcissistic Phantasy in the Novels of Kazuo Ishiguro

IDENTITY, IDENTIFICATION AND NARCISSISTIC PHANTASY IN THE NOVELS OF KAZUO ISHIGURO DIANE A. WEBSTER THOMAS A thesis submitted in partial fulfilment of the requirements of the University of East London in collaboration with the Tavistock and Portman NHS Trust for the degree of Doctor of Philosophy. July, 2012 Abstract Identity, Identification and Narcissistic Phantasy in the Novels of Kazuo Ishiguro This thesis explores Ishiguro’s novels in the light of his preoccupation with emotional upheaval: the psychological devastations of trauma, persisting in memory from childhood into middle and old age. He demonstrates how the first person narrators maintain human dignity and self-esteem unknowingly, through specific, psychic defence mechanisms and the related behaviours, typical of narcissism. Ishiguro’s vision has affinities with the post-Kleinian Object-Relations psychoanalytic literature on borderline states of mind and narcissism. I propose a hybrid, critical framework which takes account of this, along with the key aspects of the traditional humanist novel, held in tension with certain deconstructive tactics from postmodernist writing. Post-Kleinian theory and practice sit within the humanist approach in any case, with both the ethical and the reality-seeking imperatives, paramount. Ishiguro presents humanism in the ‘deficit’ model and this framework helps to bring it into view. The argument is supported by close readings of the six novels in which the trauma concerns different forms of fragmentation from wars, socio-historic upheaval, geographical dislocation, and emotional disconnection. All involve psychic fragmentation of the ego in the central character, through splitting and projection. Ishiguro, himself, perceives some sorts of object-relations, psychic mechanisms, operating at the unconscious level, which he calls ‘appropriation’ and which the post- Kleinians have theorised.
Setting Personal Boundaries - Protecting Self

PERSONAL BOUNDARIES [ http://www.joy2meu.com/Personal_Boundaries.htm ] Setting Personal Boundaries - protecting self "The purpose of having boundaries is to protect and take care of ourselves. We need to be able to tell other people when they are acting in ways that are not acceptable to us. A first step is starting to know that we have a right to protect and defend ourselves. That we have not only the right, but the duty to take responsibility for how we allow others to treat us." "It is important to state our feelings out loud, and to precede the feeling with "I feel." (When we say "I am angry, I'm hurt, etc." we are stating that the feeling is who we are. Emotions do not define us, they are a form of internal communication that help us to understand ourselves. They are a vital part of our being - as a component of the whole.) This is owning the feeling. It is important to do for ourselves. By stating the feeling out loud we are affirming that we have a right to feelings. We are affirming it to ourselves - and taking responsibility for owning ourselves and our reality. Rather the other person can hear us and understand is not as important as hearing ourselves and understanding that we have a right to our feelings. It is vitally important to own our own voice. To own our right to speak up for ourselves." "Setting boundaries is not a more sophisticated way of manipulation - although some people will say they are setting boundaries, when in fact they are attempting to manipulate.
Teaching Touching Safety

Empowering God’s Children and Young People® Safety Program Healthy and Unhealthy Relationships Grades 9 - 12 Preparation: Review complete Lesson Plan before beginning instructions Preview the videos, this might take more than one viewing and will support discussion of the main points in this lesson plan. What you will need: Download copies of the Student Worksheets and Take-Home Activity. Background for Leaders: Activities and Timeline: Activity #1: Healthy Relationships and Boundaries Videos (15 Minutes) Activity #2: Review Vocabulary for Understanding and Discussion (10 minutes) List to Help Build Your Boundaries (optional) (please see Handout) Activity #3: Role Playing Scenarios (20 – 30 minutes) Activity #4: Sorting Out Healthy and Unhealthy Emotions and Behavior (20 minutes) Activity #5: Sharing Thoughts on Personal/Emotional Boundaries with Parent/Guardian Closing Prayer and Take-Home Activity (5 minutes) Overview of Lesson Plan: Principle: Setting limits and honoring them can help keep young people safe from harm. As teens attend high school, they will encounter a variety of relationships with their peers and adults. Especially online! In some instances, these relationships could lead to physical or psychological abuse if the adult or their peer uses their authority and a position of control to bring about inappropriate actions. Catechism: #1738. Freedom is exercised in relationships between human beings. Every human person, created in the image of God, has the natural right to be recognized as a free and responsible being. All owe to each other this duty of respect. The right to the exercise of freedom, especially in moral and religious matters, is an inalienable requirement of the dignity of the human person.