Cultural Sensitivity Therapeutic Practices

The social, legal and professional issues in the organizational context of play therapy

The therapists should always be mindful for the children’s experiences, especially when they are working with the children that originate from diverse heritage places. As has been stressed by Thomas, that the therapists working with these children having backgrounds which are diverse, should remain aware of the power dynamics, culture and race as the hindrance for their duties. The experiences are usually far different, especially from standard developments that have been mentioned in the books (Engelen et al, 2018). The suggestion by Lennox indicates that the theories of the development of a child have not featured either on the experiences about the black children within the societies of whites or within a multicultural society (Carey, 2017). It is important to do research on self-love and self-study to people who are experiencing the discrimination, even though some work has already been done towards the self-concept and self-esteem with the children who have been abused and the young people.

The concept theory on the identification of proxy involves, the context of the society where the children are raised by ethnicity. According to (O'Reilly and Dolan, 2016), it is indicated that the children select the proxy self so that they are able to fit within the society. The children usually use this self in order to communicate along with other ethnic colleagues and white friends. The professionals should be attuned on the psychological requirements of such children and assists them in going through the barriers. Since an interaction that involves the child and the therapists might not be real, the assistance becomes difficult with either false or the proxy self. It is also suggested by Lennox that the African children and Asians are still continuing with the struggle so that they are capable of gaining the sense of self positively.

The therapists should have a very clear understanding of the families and home lives for children they are working with so that they can have a sense of their world. Perhaps, the suggestions could have been done on ethnic children having the dual world within the society in which discrimination and racism have become common. The children learn usually to pay the tribute for whiteness by sacrificing their identity. The study conducted by Clark (1963) indicates that black children have a preference for white friends as compared to who are like them. They usually consider black dolls as ugly, untrustworthy and not nice. Similarly, a different study in the UK was conducted and concludes that the black dolls could not be favored as compared to the white dolls with the children of primary age (Cockersell, 2017).

Legal play therapy

The GDPR and the issues of Data Protection for the Play Therapists, as was spoken by Julie McCann about GDPR and has come into play with the therapist's practice. The GDPR has been the legislation up to recently that it became to be the law on the 25th of May 2018. Social media has immensely shifted, since the time of the old Data Protection Act, although the Act never bracketed what has been happening currently. Various principles of GDPR have been built from the old Data Protection Act even though they need much transparency on what is to be collected (Pecora et al, 2017). The GDPR gives people an autonomy of what is happening to the data. The GDPR provides more control over the data given by someone as compared to the previous legislation and gives an individual the right to declining the information that should not be shared.

The consent should remain active and not presumed under this particular legislation. There have been more boxes to be ticked online as compared to the ones to unpack. The children who are below the age of 13 would require the consent from either the parent or carers’ who are holding the responsibility of parents. The people controlling the data and processors of data should have accountability, especially on marketing services through online and gaming of etcetera. The therapists’ who are processing the data becomes the data processors, while for the placement of data, the therapists become the controllers of data through making decisions on the processing of data. Particularly, the organization’s placement becomes the processors of data. People should have the right so that they object what has been written and the way data is being processed. The therapists should always be clear with how and with whom the data should be shared. The breach of data means anything that leads to the unlawful or accidental loss, unauthorized disclosure, alteration and the access to the personal data. The breaches of data should be reported to the Information Commissioners Offices (ICO). The delays made on reporting the breach can result in the huge fines. Therapists should ensure that they have procedural and technical measures that can be used for the prevention of breaches.

Professional play therapy

The findings by Kaybern Cuffy shows that working within the school setting usually demands sensitivity and care. The teachers, members of teaching and non-teaching staffs may not listen carefully to the importance of the therapeutic nature of the private relationship that occurs between the therapist and the child. For example, if there is an indication of an interest by the teachers to meet the therapist either before or after the session, it is correct to remind them about the aspect of confidentiality on therapy and suggest to arrange a meeting instead of the corridor catch up (Dogra, et al, 2017). The need for keeping the door closed may be frowned but instead, some schools may be having the policies regarding the closed doors. However, the therapists would always need to work within the confidential and private space. The requirement is supposed to be discussed by the school and the appropriate compromise for the glass panels and windows on doors are covered depending on the adults’ height. This will only allow other people to see the inside of the room and do not interrupt the session.

The therapists should have a copy of daily timetable for the children. This prepares them for any event not expected, for example, school trips. It will also be helpful during busy occasions like Christmas, the special assemblies and Easter. When the therapist are meeting the parents, they should remember that parents are experts. Hence, it is important to ensure that the input is welcomed and valuable. Also, it is the responsibility of the therapists so that they share the information with relevant professionals who can assist the child in a classroom, enhances their emotional and mental wellbeing, for instance giving the strategies to teaching staff.

The findings by Linda St. Louis was based on the definition of ethics, the British American Play Therapists’ (BAPT) principles of ethics and the responsibilities of play therapists so that they can comply with the framework of ethics. Ethics usually begin at a very personal level. In the simple term, ethics is the system of principles which morally affect the way people make the decisions about their lives, for instance, the wrong and right things, values and also on the greater scale, such as the regulations and laws (Nagel et al, 2018). Therapists also should be responsibly aware of the policies and laws that are relevant and regularly continue being updated and at the same time, how the regulations and policies are directing the practices of therapists.

The BAPT principles of ethics provide a holistic framework for the therapists to be as the point of reference. Some of the principles include; beneficence: the therapist should coincide with whatever is benefiting the child. As the therapists who are child-centered, they should be assessed on how the assistance is given to a child, individual interests of the therapists on performance and also what is important to them. Responsibility: the play therapists have the responsibility for their actions and professional behavior. Non-Maleficence: it is the duty of these therapists to make sure that they do not cause harm to the children (Cockersell, 2017). It also involves not referring a child to correct agencies. Justice: it is the duty of therapists to understand how they should be fair according to the services delivery. Fidelity: the children are always unique. It is very important so that therapists understand that they do not lose the sight of an innocent child without the knowledge of his/her difficult conduct. Self-respect: therapist should be absolutely sure, for cases they undertake. They cannot change their minds halfway through therapy. It is against the ethical as well as an organizational practice and the therapist should be dissecting before they are able to accept.

The adults should always ensure that the children are provided with the best opportunities possible so that they can grow up within a consistent and safe environment which can make them live healthily and safely (Lustgarten and Colbow, 2017). The safeguarding entails planning and thinking in advance so that people can safeguard their children. It involves recognition of different services required, for instance, therapeutic services, early assistance and the support of children by parents. The proactive work can assist in the identification of children in certain families who may be in need of the extensive and additional level of support. All the children usually do not have the responsibility of safeguarding themselves but still are able to contribute to it in certain areas, for example, the safety of the internet.

The most important part for safeguarding should involve understanding, for instance, some children are usually at risk of significant harm. For instance, if the officers responsible for safeguarding believe when the harm is significantly arrived at, then the consent should not be required and this applies to all settings (Chetty, 2017). The children Act 1989 indicates that the children could be replaced from their homes with little evidence. Recently, the officials look at first the relatives and extended families while assessing them and removing the children out of their homes as a last resort. The parents had the duties and rights prior to this Act. Also, the parental concept of responsibility got introduced within the Act. It finally diverted the way of viewing the responsibility of parents. All mothers always have parental responsibility for the care and never lose. It can only be changed if the child is given for adoption. However, the situation where the court grants an order, these orders would take the precedence. The fathers have the parental responsibility for example, their names are on the children’s birth certificates or married to the mother of a child.

There are different methods that children use so that they make people to become aware if something is wrong. Children may inform someone (disclosure), through writing the information down, they can also act and or ply out the information through the activities as they play. People may observe the relationships either with the adults or other children. For instance, when a child starts disclosing and talking about the matters of protection, one should ensure they do not promise child confidentiality (O'Reilly and Dolan, 2016). If the parent is not capable of keeping the secrets, they can let the children down if they promise them that they will keep the disclosure for themselves and will not share it with the authorities. It is very important to explain to the child in the initial meeting, that the secret cannot be shared with anybody for instance if the parent is suspecting the child could be in danger. One should carefully listen to the information being provided by the child and also keep the mind open. Parents should gather more information from children without any interruption unless there is an absolute reason (Engelen et al, 2018). Adults should also ensure they are always available for the children and should understand the procedures within the school, the person responsible for safeguarding them and how to reach them during school hours.

When recording the information, ensure the child’s own words are recorded. Ensure that they are countersigned as they are passed to the safeguarding officer leading while passing them on with the hand. One should be able to give support to children in as far as other different agencies already have stepped in to assist the child. People should directly get involved since they are very important for the children and they have trusted such that they should be speaking with them.

Most children risk being harm physically especially, during the time of violence in their homes. The domestic abuses encompass various abuses that are perpetrated with one adult upon the other that includes the financial abuses, coercive control, emotional abuses, and sexual abuses. During the violence, the children always risk being harm by either of the two scenarios; for example, a young child can be held with someone under the assault, at that period of assault, or even the child getting hurt accidentally within the scenario (Jessiman, Hackett and Carpenter, 2017). The children can also act so that they protect or defend the one who has been victimized or they can be part of what is taking place. This is the biggest risks to children who have harm emotionally to children who are living in this particular situation. For instance, if the domestic abuses are recurring, the children who usually live with anxiety state and are always having the fear for what is next.

References

• Carey, M. (2017). Qualitative research skills for social work: theory and practice. Routledge.
• Dogra, N., Parkin, A., Warner-Gale, F., & Frake, C. (2017). A multidisciplinary handbook of child and adolescent mental health for front-line professionals. Jessica Kingsley Publishers.
• Pecora, P., Whittaker, J., Barth, R., Maluccio, A. N., DePanfilis, D., & Plotnick, R. D. (2017). The child welfare challenge: Policy, practice, and research. Routledge.
• Nagel, D., Capurro, R., Britz, J., Hausmanninger, T., Nagenborg, M., Nakada, M., & Weil, F. (2018). Ethical Issues of Networked Toys. International Review of Information Ethics, 27, 12.
• Cockersell, P. (2017). Social Exclusion and Anti-discriminatory Practice: The Case of Older Homeless People. Anti-discriminatory Practice in Mental Health Care for Older People, 282.
• Lustgarten, S. D., & Colbow, A. J. (2017). Ethical concerns for telemental health therapy amidst governmental surveillance. American Psychologist, 72(2), 159.
• O'Reilly, L., & Dolan, P. (2016). The voice of the child in social work assessments: Age-appropriate communication with children. The British Journal of Social Work, 46(5), 1191-1207.
• Engelen, L., Wyver, S., Perry, G., Bundy, A., Chan, T. K. Y., Ragen, J., ... & Naughton, G. (2018). Spying on children during a school playground intervention using a novel method for direct observation of activities during outdoor play. Journal of Adventure Education and Outdoor Learning, 18(1), 86-95.
• Jessiman, P., Hackett, S., & Carpenter, J. (2017). Children's and carers' perspectives of a therapeutic intervention for children affected by sexual abuse. Child & Family Social Work, 22(2), 1024-1033.
• Chetty, R. (2017). How safe is your digital therapy session? A review of ethical considerations for online counseling (Doctoral dissertation, City University of Seattle).

Looking for further insights on Cultural Impacts on Different HR Functions? Click here.