Caveat Emptor: Values and Ethics in Family Life Education and Enrichment

Abstract

This paper presents a summary of ethical issues that have been identified previously in education and enrichment for family life. In addition concerns in the area of marriage and family therapy are applied to the interventions of education and enrichment. The enrichment movement has some ties to family life education (FLEd) but greater ties occur to the growth ethos family sociology human sexuality conflict resolution humanistic psychology small group dynamics affective education and the human potential hypothesis. Some ethical concerns have emphasized the way enrichment programs are presented to the public and beliefs that develop. In addition there has been concern about the quality and/or lack of training of program leaders and about the ethicality criterion that a program leader use responsible and professionally approved methods and techniques. Ethical issues in family therapy include: defining who the client is the issue of informed consent values of the professional issues of confidentiality and patient privilege where to refer participants to other sources consulting other professionals the extent of power and trust placed with the professional and the competence of professionals. Increased discussion in the professional literature is strongly recommended to address these issues. Ethical training should be part of any family life education or enrichment training program. Training should include information and exercises on the process of making referrals. Development of systematic program evaluation research would also be useful. Training should include discussions regarding power that professionals have and should emphasize responsibilities to participant. Program developers should clarify for themselves and other professionals their procedures value assumptions potential benefits and risks to participants and should inform participants in writing of potential benefits and risks prior to any intervention.