"Your beliefs become your thoughts. Your thoughts become your words. Your words become your actions. Your actions become your habits. Your habits become your values. Your values become your destiny." - Mahatma Gandhi (1869-1948), Indian political and spiritual leader

Program managers and Training & Curriculum Specialists (T&CSs) working in child care and after-school-care settings may encounter ethical dilemmas. Being a reflective professional who lives your core values is a critical trait for a leader of those who work with our country's young children. Protecting the privacy of children, families, and staff members should always be foremost in the minds of staff members, T&CSs, and program managers. Written procedures for addressing confidentiality and ethical behavior must be known and followed, as ethical dilemmas can occur in classrooms, on the playground, and out in the community.

To better understand ethics and codes of professional conduct, we turn to Stephanie Feeney, one of the authors of the NAEYC Code of Ethical Conduct. Feeney, in Ethics Today in Early Care and Education, describes terms that are often used in discussion of personal and professional ethics (p. 73):

Maintaining Confidentiality: Children and Families

Program leaders must ensure that all staff members respect and protect the privacy of the children and families who attend the program. This includes custodial staff, cooks, and clerical staff, as well as classroom staff. When staff work so closely together on behalf of children and families, they may become friends. They may also encounter friends and relatives of children enrolled in the center when they are in the community. When staff socialize and attend events outside the center, they may be asked confidential information about a child by someone who is not a staff member directly working with a child. Staff members must understand that they may only share confidential information about a child with the child's family and those professionals for whom the parents have signed a release of information form, such as a school district special educator or a social worker.

In the above example, it would be a breach of confidentiality for Maria to tell Lani about Nicole's plans for addressing Millie's challenging behaviors. As the program manager, Maria knows she must uphold the rules of confidentiality and not share personal information about a child with someone who is not directly involved with that child. Maria knows she must model this professional behavior at all times.

Program managers and T&CSs have a special obligation to uphold children's privacy and to only share confidential information with those staff members who are directly involved with a child, youth, or their family. Program leaders observe and have knowledge about all enrolled children and youth, so it is especially important for them to only speak about an individual child's behavior or family situation with those staff members who directly teach the child.

Program leaders need to know and uphold all regulations that address confidentiality. You will want to become familiar with your program's requirements for confidentiality as it pertains to children and families. You will want to review your program'sCode of Conduct. Explicit written policies about confidentiality must be included in staff and family handbooks and made available on the program's website. Depending upon your program's requirements, new staff members may have to sign a confidentiality agreement, indicating they have read and understand the program's policies.

Upholding laws regarding confidentiality includes in-service training for new and experienced staff members. Program directors will want to revisit confidentiality rules during staff meetings throughout the year. It is helpful to review these policies during staff meetings and in-services specially dedicated to professional practices.

Confidentiality: Personnel matters

Program managers and T&CSs also have an obligation to keep personnel matters confidential. In your role, you have access to personnel files, evaluations, professional development plans, and other important personnel documents. Staff may also confide personal information to you that should not be shared with others. As a program leader, you must be conscious of what you say about staff members leaving work early, being away for illnesses, and other potentially personal topics. Training for dealing with difficult personnel matters is available through books, online modules, and conferences for youth and child care administrators.

If you are new to managing confidential personnel matters, you may want to seek advice and support from more experienced managers or T&CSs. You may also want to check in with your administrator as you work with staff evaluations and performance reviews. Legal ramifications are possible, so being knowledgeable about employment policies and carefully upholding confidentiality about personnel matters is critical to your effectiveness as a program manager.

Mandated Reporters

Another aspect of professionalism is reviewing the child abuse and neglect policies. Program managers are responsible for putting policies in the staff handbook. All new staff must receive information on child abuse and neglect identification and reporting procedures (see your specific program and State requirements). You will make sure that these procedures are shared with all staff as part of the hiring process. Some child care programs may require staff members to sign a form each year that they have reviewed the child abuse and neglect warning signs and procedures for reporting.

Training Staff in Responsible and Ethical Practices

Program managers and T&CSs are responsible for planning professional development opportunities to ensure that all staff members are aware of responsible and ethical practices in their work with families and children. Staff meetings can include opportunities to review case studies or role play situations that address ethical dilemmas. Staff members should always feel comfortable speaking to you about any situations in which they are unsure about how to proceed. Your willingness to intentionally listen to staff who seek your guidance will create an atmosphere in the program that builds trust and communication. Staff will observe and learn from your example about what to do in difficult situations.

Creating a relationship-based program provides a supportive environment for staff as they become familiar with ethical decision-making. If the program leaders build relationships and maintain a positive, nurturing environment, then when difficult situations arise, staff will ask themselves, "What is the most positive way I can address this situation and maintain relationships with all who are involved?"

In your work with families, you will encounter different parenting practices and cultural beliefs. Situations may arise where staff will need training to learn how to work in collaboration with families who may have different beliefs and child-rearing practices from their own.

Professional Ethics Lived Day by Day: Building a Climate of Trust

Professional ethics are not something to review and then place in a drawer; they are lived every day in discussions with children, in supporting families from diverse cultures, in welcoming new staff members to the center, and in participating in community partnerships. As a program manager, how you model professionalism is critical for staff and families. By nature of your title, you are the person others will look to for guidance on difficult decisions. For those working with children birth to age eight, you can always refer to the NAEYC Professional Code of Ethical Conduct and Statement of Commitment to guide you and your staff in decision-making. For those working with older children and youth, the National After School Association Code of Ethics can serve as a guide. As noted above, you may also want to review your program'scode of conduct. Your core values and philosophy will guide professional behavior.

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