Lesson 10: Boundaries


Attention


Learning Outcomes

Upon completion of this lesson's material, students will be able to:

  • Identify the relationship between the professional boundaries and behaviors we exhibit in the field, and the ones we exhibit in the KVCC classroom (face-to-face or online).

Teaching

In this lesson we will look at boundaries within the classroom and in the field.

To maintain an atmosphere conducive to learning and the free exchange of ideas, it is important that students and faculty treat one another with courtesy and mutual respect. Behaviors that interfere with the classroom academic atmosphere will not be tolerated. Such behaviors include, but are not limited to, the following: talking or otherwise making excessive noise or showing disrespect when a teacher or another student is speaking, repeatedly interrupting other students or the professor, calling out answers when the professor has asked students to raise their hands, refusing to interact with the members of the class when group work is required, coming to class under the influence of alcohol or illegal drugs.

Due to the nature of the topics that will be discussed throughout the courses within the Mental Health program, it's important to remember that sometimes personal experience maybe relevant to the topic and beneficial to class discussion, but may not be appropriate to share in class.


How to Maintain Professional Boundaries

1. Understand what professional boundaries are

  • In a professional relationship, you can be friendly with your client, but you cannot be your client's friend
  • As a human service worker you are responsible for modeling healthy boundaries for your client. For example, when you inform the client from the first session that your relationship will not go beyond the therapy or case work assistance you provide, the client will be less likely to expect or attempt to have a nonprofessional relationship with you
  • You should be clear on your limits as a provider. Boundaries are set to keep you focused on the work you are doing with the client. Without boundaries, you may overstep your duties of providing counseling and support to offering money or personal advice to your client
2. Identify poor boundaries

Examples of poor boundaries

  • You and your client call each other friends and interact outside of the facility where you work
  • Valuable gifts are exchanged between you and the client
  • You reveal personal information that is not relevant to your client's case
  • You find yourself discussing the client and his or her case during social interactions with your family and friends
  • You are having discussions with the client about other staff members at the facility
  • You find yourself offering your client assistance with transportation or directly helping him or her with moving or babysitting, etc
3. Know the consequences of poor boundaries

  • Without professional relationship boundaries you may not provide appropriate services to your client. If you are acting as the client's friend, and not his or her provider, you may not challenge the client to deal with presenting problems or terminate services when it is appropriate
  • Talking to your client about other staff members could lead to "splitting." Splitting occurs when a client says negative things to different members of a staff that eventually pits them against each other
  • Failure to set professional boundaries can cause you to burn out from caring for your client beyond what is required of a professional relationship. You can have too much compassion for the client that will make it difficult for you to provide the objectivity your client needs
  • If you do not maintain professional boundaries, you may find yourself acting in an unethical manner, such as becoming sexually involved with the client
4. Create strong professional boundaries

  • Explain your role as provider and the limits of your availability to the client outside of office hours at the beginning of the relationship. Make it clear that the client will only be able to contact you at the facility and that your personal life (outside of the relevant information you volunteer) is not up for discussion
  • Make sure that any personal information you reveal (called self-disclosure) is helpful to the client's case. For example, if the client is homeless, it is appropriate to talk about your history of homelessness and the resources you used to change your life. You are making the session about you if you discuss parts of your personal life that are not relevant to the client
  • When a client crosses the professional boundaries, redirect them by immediately clarifying your role and the limits of your relationship with the client
  • Avoid having a dual relationship with a client. A dual relationship occurs when you have a therapeutic relationship with a client and you have some form of interaction with him or her outside of the facility. For example, you may be providing therapy to a client and then discover you both attend the same church. Your options could be to assign the client to another social worker or to change the time you attend church services to avoid interacting with the client
  • Discuss boundary issues with your supervisor, colleagues or your own therapist

Assessment

Lesson 10 Quiz

Be sure to complete the lesson quiz.

Lesson 10 Discussion

Many of the boundaries and behaviors we need to maintain in the workplace are ones we need to practice in the classroom:

  • Privacy and Confidentiality - What is said in the classroom, stays in the classroom.
  • Civility - Golden Rule - Treat others as you would have them treat you.
  • Class is not Therapy - The classroom is NOT the place to engage in your recovery...though it may help.
  • Non-competitive - We are not here to find out who has had the most trauma, recovery, or experience in the field...everyone's input is valuable.

Share and discuss stories where you have encountered situations in work or a classroom when these expectations were not followed. Discuss why these are so important, particularly in the Mental Health program.