McBride, Dawn

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Now showing 1 - 5 of 9
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    Ethical implications of third-party record release
    (2022) Hodson, Jessica; McBride, Dawn
    In this article, the authors present a critical analysis of the ethical implications related to third-party record release, when a therapist is asked to release a client's counselling record information to an external party. Drawing from the values of the Canadian Psychological Association's (2017) code of ethics, the authors emphasize the need for therapists to balance their duty to protect client confidentiality with their responsibility to promote client self-determination through the informed consent process. Several recommendations are offered to enhance the informed consent process and to reduce the risk of harm to the client in the event the record is released to a third-party. An ethical checklist is provided for therapists to use when responding to a third-party record release request. This article may be of interest to lawyers who seek to understand why releasing counselling record information is a complex process for therapists.
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    From traumatized to energized: helping victim support volunteers cultivate compassion satisfaction in the face of crisis
    (Canada. Department of Justice, 2017) Shivji, Alisha M.; McBride, Dawn L.
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    Supervision issues in family violence cases
    (Charles C. Thomas, 2008) McBride, Dawn L.
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    When harshly criticized or verbally attacked: a six-step communication plan for teachers
    (2015) McBride, Dawn L.
    This article outlines a six-step communication plan to help teachers, particularly those new to the profession, handle critical, verbally abusive adults, particularly parents, in a respectful and assertive manner. The plan offers a step-by-step guide of how to engage in self-regulation, be assertive and use conflict resolution strategies to move the interaction from problem centered to solution focused. These strategies have been successfully presented to undergraduate education students, teachers in schools and counsellors working in community services. Research on the six-step plan revealed beneficial changes in student teachers' levels of confidence and abilities to stand up to verbally intimidating parents when they followed this plan of communication. Ample examples and author commentary are actively integrated to make the communication plan an informal read.
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    Social justice: do Canadian school counsellors play a role
    (Alberta Teachers' Association, 2016) Skelton, Shelley; McBride, Dawn L.
    It is our purpose to report the results of a nationwide survey of school counsellors regarding their current level of understanding of social justice, perceptions of marginalization in Canadian schools and different forms of advocacy within this profession. The role of school counsellors in Canada continues to evolve as school counselling becomes more professionalized. Advocating for marginalized student populations often falls under the unofficial responsibilities and ethical role of the school counsellor. This study found that the majority of school counsellors engage in a number of different forms of social justice. However, their conceptualizations of social justice and marginalization as well as their level of engagement in social justice vary considerably. The prevailing goal of school counsellors is “to have a positive impact on schools and communities” (Ockerman and Mason 2012, 7). One way to generate such an impact is through promoting social justice. However, no research has reported Canadian school counsellors’ descriptions of their roles and responsibilities with respect to social justice activities. To address this gap, we undertook a national survey to determine if and how school counsellors in Canada are involved in social justice issues. In this paper, we define social justice and describe the skills necessary to promote it, describe the survey methodology and results, and discuss the implications of this research.