Ethics, Boundaries & accountability

The field of therapeutic work, trauma and psychedelics is a tender field. Because we work with areas of ourselves that potentially store trauma, we do what we can to create spaces as safe as possible (‘safer space’) for our clients and participants to explore themselves in a way that feels expansive, exciting, and empowering.

Tools we use are building knowledge of, and expertise in, communicating consent in boundaries and desires, clearly communicating the intention and structure of our workshops and retreats.

Code of Ethics for the group work

 Guidelines for everyone who working with or for Tanya Rozenthal and with “It’s about love”.

 We publish this Code publicly for transparency. This code may be adapted from time to time, but will always acknowledge power dynamics, and separating our function in service to our participants from nourishing our own intimate needs and desires.

 Code of Ethics

Most experienced members of our communities have a pretty good knowledge of the basics of consent around intimacy and sex practices. However, things take on a different dimension when we’re involved in some kind of leadership, teaching, or therapeutic role within our communities.

These guidelines are meant for everybody involved in the supporting group processes with It’s About Love projects who has a space holding and creating role: facilitators (including guest facilitators), co-facilitators, assistants and organizers.

The behavior of anyone in the team reflects upon the whole community. As a platform for intimacy, it is my highest goal to continually grow (and keep) this community as a place that is known for its feeling of safety. Building a great name takes time – ruining it happens in a second.

These guidelines provide an overview of some of the key things to be mindful of once you have taken on such a role.

Acknowledge the power difference that is present between yourself and people you are teaching, leading, organizing, or working with as clients. This may complicate the ease with which the others can freely consent to sex, play, or a relationship, with you. With great power comes great responsibility!

Even if you don’t feel very powerful, and you are aware of all of your flaws and imperfections, simply having this kind of role means that other people may look up to you. They may feel flattered by any attention from you, be keen for your approval, or put themselves under pressure to do what you say even if you tell them it’s okay to say ‘no’. They might be concerned about disappointing you. Also your role may mean that you have less time and energy available than others, for example if a person needs more aftercare than anticipated, or if anything challenging happens during an encounter.

1.Be aware of cultural power differences that may exacerbate any dynamic. For example if you are older or more experienced than the other person; if there are gender, race, ethnicity, class, financial, education, language, disability status or other differences between you which mean that you are from a culturally more privileged group; or if there are differences which mean that they are somebody who is generally deemed less culturally ‘attractive’, is less able to find partners, or has lower self-confidence or mental health struggles.

2.Be conscious of how these dynamics might advantage you and disadvantage others: For example as an organizer or facilitator you may have more status than the other person in the community; people may be less likely to flag your behavior than they are to report the behavior of others; the community may be more likely to believe you than someone else if anything goes wrong; if someone is your employee or workshop demo-person they might be afraid to offend you for fear that you or others might withdraw money, support, or access to networks from them.

3.For these reasons it is worth being extremely cautious about embarking on sex, play, or a relationship under these differences in power and role. If in doubt it is better simply not to. For example, many facilitators make a point of only playing or meeting people outside of the communities in which they are known as a teacher/leader or professional – sometimes even only in other countries! Another possibility is to specifically look to other people in similar roles to play with or strike up relationships with, perhaps creating specific online and offline spaces for such things.

4.For these reasons, we use a no-dating policy between team members and participants.

Exceptions can be made on an individual basis, based upon factors like position of the participants, possible power dynamic, blind spots of team member, etc. Supervision, second opinions, a cooling down period (time before meeting the participant is possible) or a conversation with mediation can be possibilities.

Dating between team members is accepted, as long as transparency is honored (as within-team dynamics can influence events).

Definitely avoid viewing workshop attendees, clients, students, and the like as your pool of sex/play partners. Concerns can get raised about leaders and professionals who regularly embark on relationships with their clients or students, or who consistently play with attendees directly after leading an event or running a workshop.

5.Consider letting others initiate. One good way of encouraging the power dynamic to be shifted somewhat is for you never to be the one who initiates possible play or relationships with these groups of people. But remember that some difference in power and role still exists even if you let others initiate. Letting others initiate also means: don’t find participants on Facebook or other Social Media. When they find you, it’s more appropriate.

6.Bring the difference in power out in the open. Before you do anything have a good chat about the dynamic between you and the possible impact it may have with the person involved, and the team. This is generally good practice whoever you are. Can you ensure that both/all of you will really feel able to say ‘no’ to something or stop something they are uncomfortable with? If not then it’s better not to go there.

7.Don’t imply that you know more about what a person wants/needs than they know themselves. This is creepy! It can’t be done consensual. By all means endeavor to empower someone in what they say they want, but to imply that you know better about someone else’s desires or body is dis-empowering and not consensual.

8.If you’re unsure of any of this, seek support. If you feel like you might already have unwittingly engaged in non-consensual behaviors, or if you’re not clear about the boundaries or the positions of power that you occupy, then seek support before going any further. Tanya can put you in touch with independent supervisors who can help you finding support, assistance and what else you may need.

9. If you are accused of anything, also seek support. If you have done all of 1-9 and still somebody accuses you of non-consensual behavior this can feel very tough indeed. You’re highly likely to be triggered initially and to need some time to process. Support is available to help you to reflect on your practice, to figure out the most compassionate way forward (for yourself and for the other person or people concerned), and to mediate if that is appropriate. Don’t immediately dismiss anyone making an accusation. Avoid using social media (friending people or liking posts) as a subtle way of connecting, building your case or apologizing. Be cautious about making any immediate public response without yourself having obtained advice on how best to proceed. It can be incredibly hard for people to openly admit that they’ve experienced something non-consensual. So if community members get shut down or doubted when they make such statements, it can put other people off from making reports about non-consensual behaviors.

Intellectual Property

Workshops and exercises are part of intellectual property of a business. As team member you may become inspired by what you learn in the workshops.

It is not okay for team members (neither for participants) to copy exercises or full workshops and facilitate them as your own without explicite consent and permission in clear communication. When in doubt about using your inspiration, check-in with Tanya.

Ethics, Professionalism, Boundaries & Accountability

I am a member of Certified Sexological Bodyworkers Organisation.

Somatic sexologists are professional somatic sex educators who teach through body-based exercises and experiences. As with all professions, this occupation requires a specialized education. Professions are characterized by standards of practice, a code of ethics, scope of practice, and a governing association that promotes the profession and the ongoing competency of its members.

Ongoing peer and mentor supervision and education for continuing competency are part of what distinguish a profession.

This Association’s Code of Professional Conduct (hereinafter referred to as the Code) consists of an Introduction and Preamble, and the Code itself containing specific ethical standards. The ethical standards set forth enforceable rules of conduct for the California State approved profession of Sexological Bodywork by a Certified Sexological Bodyworker (CSB). These ethical standards are not exhaustive. The fact that a given conduct is not specifically addressed by the Code does not mean that it is necessarily either ethical or unethical. Although we are all certified as a Sexological Bodyworkers, membership in the Association of Certified Sexological Bodyworkers (ACSB), and/or working in an official capacity as a CSB trainer, teacher, assistant, or organizer commits said individuals to adhere to the ACSB Ethics Code and the rules and procedures used to implement it. This Ethics Code applies to all CSBs’ work-related professional activities including somatic sex education, individual or group work, teaching, training, assisting, supervision, consulting, and organizing. These work-related activities can be distinguished from the CSBs’ private conduct, which is not within the scope of this Code. The Ethics Code is intended to provide standards of professional conduct that can be applied by the ACSB. In the process of making decisions regarding their professional behavior, CSBs must consider this Code, in addition to laws and licensing boards’ regulations. When the Code establishes a higher standard than codes of law, CSBs must meet the higher ethical standard. If the Code’s standards appear to conflict with requirement of law, CSBs make known their commitment to the Code and take steps to resolve the conflict in a responsible manner. The procedures for filing, investigating, and resolving complaints of unethical behavior are described in the ACSB Ethical Grievance Process which is available from the ACSB. The actions the ACSB may take for violation of the Ethics Code include such actions as reprimand, censure, and termination of membership in the ACSB.

Preamble

Sexological Bodywork is a unique form of somatic sex education utilizing a set of principles and the integration of body, mind, and spirit in its application. CSBs may perform in various roles such as teacher, trainer, coach, assistant, organizer, consultant, and supervisor. They work with a common goal of providing education and improving the quality of life for an individual and the world. The Sexological Bodyworker Ethics Code provides a common set of values upon which CSBs continually build their professional work. This code is intended to provide both the general principles and the rules covering most situations encountered by CSBs. It has as its primary goal the welfare and protection of the individuals and groups with whom CSBs work. It is the individual responsibility of each Sexological Bodyworker to aspire to the highest possible standards of conduct. CSBs respect and protect human, civil and sexual rights, and do not knowingly participate in or condone unfair discriminatory practices. The development of a dynamic set of ethical standards for CSBs work-related conduct requires a personal commitment to a lifelong effort to act ethically; to encourage ethical behavior by students, supervisees, employees, and colleagues, as appropriate; and to consult with others as needed concerning ethical problems. Each Sexological Bodyworker supplements, but does not violate, the Ethics Code’s values and rules on the basis of guidance drawn from personal values, culture, context, and experience.

Duties and Obligations Towards Our Students

1. CSBs will be professional in attitude and conduct, responsible in relations with clients and students, reliable in agreements and timely in appointment schedules.

2. CSBs will introduce prospective students to the techniques of somatic sex education, including the use of touch so potential students can make informed decisions about entering into educational sessions. CSBs agree to maintain appropriate documentation of consent.

3. CSBs recognize the importance of consent and choice in all somatic sex education with groups and individuals. CSBs will strive to provide a range of options from which the student can actively elect that which will serve their own education. At no time shall a student be required or coerced to participate in any activity, event or exercise. CSBs include education about consent and choice and actively create learning environments where students are empowered to exercise these skills.

4. CSBs may use physical touch in an educational context. If they do so, they touch consciously and with the attitude to do no harm. CSBs agree to obtain students’ consent and to act with concern for their safety, growth, and awareness of boundaries.

5. Regarding Sexual Contact and/or Conduct with Students


a. We acknowledge the importance of maintaining appropriate boundaries, including asking permission to touch and stopping touch when our students request it. 


b. We are conscious and make our students conscious that while we share authentic intimacy, Sexological Bodywork sessions will neither fulfill CSBs, nor their students desire for sexual connection.


c. In group or individual sessions we remain clothed when touching our students and touching is unidirectional. We request that our students bring their partners when they wish to learn interpersonal erotic skills or invite them to share and learn with other students when appropriate. 


d. CSBs understand the inherent power we hold in our role of teacher and will not use this power for sexual exploitation of our students.

6. CSBs acknowledge the importance of physical, emotional and spiritual well-being. To protect the health of both student and professional, CSBs recognize the need for risk-reduction and professional protocol in all individual and group somatic sex education. CSBs take steps to minimize any physical or emotional harm, in active collaboration with all students. Professional protocol includes the use of medical-grade examination gloves and quality water-based lubricants. All group classes shall include education about group hygiene protocol, with sufficient facilities/supplies provided to students to maintain appropriate hygiene.

7. CSBs will refrain from providing bodywork, training sessions and/or presenting any instructional material while either the Sexological Bodyworker or the client/student is under the influence of alcohol or illegal drugs.

8. A CSB will consider the limits of their skills and experience before accepting requests for or providing educational or instructional services to potential students. Further, a CSB will refuse professional work for which they are insufficiently prepared.

9. CSBs will seek the advice of colleagues or supervisors as a routine part of their practice or training. In consultations, confidential information that reasonably could lead to the identification of the student is not shared without prior written consent of the student.

10. CSBs will terminate professional services to, and relationships with students when such services are no longer required or no longer serve the needs and interests of the students.

11. CSBs may unilaterally terminate services, on just and reasonable grounds after careful consideration of all situational factors and any possible adverse effects. CSBs are responsible to make appropriate referrals and to provide support to students during this transition.

12. CSBs will refrain from the exploitation of professional relationships with our students for personal gain, whether financial, professional, or for research purposes.

Duties and Obligations Regarding the Preservation of Confidentiality

13. CSBs will respect, defend, and preserve the privacy of all information gained during instructional sessions.

14. CSBs will release professional obligations for confidentiality only by written authorization from their students, statutory requirement or court order; a general, nonspecific, or verbal authorization is not sufficient.

15. CSBs will preserve the anonymity of students when using information for purposes of teaching, research, and supervision.

16. CSBs will require all persons attending classes or private tutoring sessions reach written or spoken agreement that respects and maintains the confidentiality of information shared during such sessions.

17. CSBs will maintain appropriate professional records of all Sexological Bodywork classes and sessions.

18. CSBs will obtain informed, written permission from students before taping or filming-any session, explaining the intended use of the tape or video and the limits of confidentiality.

Duties and Obligations Towards the Profession

19. CSBs are co-creating the profession of somatic sex education, which intends to fill the public need for accurate information and embodied learning opportunities. Any public representation by a CSB of the Sexological Bodywork profession shall be respectful, in integrity with this Code and shall have the intention of furthering the profession.

20. CSBs will represent with honesty and accuracy the scope of their training, qualifications, and experience with Sexological Bodywork in all spoken or written forms.

21. CSBs will monitor all oral and written statements used in the advertisement, description, or explanation of services and the principles of Sexological Bodywork, determining that those statements will not:create unjustified expectations regarding outcomes or benefits;make false claims about level of competence, training, or certification;state or imply superiority to other methods or educational opportunities;state or imply superiority to other Sexological Bodywork practitioners.suggest that we diagnose, treat or prevent and medical or psychological condition.

22. CSBs may not represent other modalities as Sexological Bodywork, and must distinguish between Sexological Bodywork and other professional services they may offer.

23. CSBs will understand and practice Sexological Bodywork within the spirit of the principles and letter of this Code. CSBs further agree to request supervision and guidance when experiencing ambiguity or difficulty with interpretation of what constitutes ethical behavior.

24. CSBs may directly contact in a constructive and positive manner, any CSB community member about whom the Sexological Bodyworker has ethical concerns. Alternately or additionally CSBs may contact the ACSB representative regarding their concerns.

25. CSBs will aid the ACSB in upholding this Code and cooperate fully with an investigation of possible violations.

Duties and Obligations to Colleagues

26. CSBs will refrain from solicitation of colleagues’ students.

27. CSBs will encourage appropriate communication between students and their current or recent therapists.

28. Should conflict arise amongst CSB colleagues, whether as part of a training session or within a personal context, the parties agree to seek resolution to their conflict, including but not limited to mediation, in such a way as the conflict and the resolution thereof, does not adversely effect students or the educational setting.

More about ethics for professionals who touch:

https://sexologicalbodyworkers.org/ethics