what is "gestalt" therapy?

What is Gestalt therapy?

The Gestalt therapy is one of the  new most worldwide accepted psychoterapeutic approaches. This approach of psychotherapy has performed and developed in his long and fertile life by the father of the Gestalt psychotherapy-Fric Perls.
The word ,,gestalt,, has german origin and means ,,whole,, which is primary gived and it is not only a summary of elements, thus it is a new quality.

According to Perls, uncompleted emotional gestalt creates an certain psychological issues in people, spends there energy, sow the energy stays fixed in the muscles of the body, mimics and the voice, the symbolic contents. In psychological sense this means that some people looks like as they don’t have eyes, mouth, hands and ears.
The essential goal of the Gestalt therapy is to provide help for the person to earn integration and to become more holistic.
The integration means person who is whole and who is contained from feelings, perceptions, thoughts and physical body. The human is healthy as long as he is in contact with him self, with his environment and with his relations between him and his environment.
Awareness and contact are the essential goals in the Gestalt therapy.
Accept these we can mention integration, maturation, responsibility,authentic, self regulation and the change of the behaviour.
The healing is reached with restoration of the awareness for your self and your needs, which some how in the past we have lost it.
The modern human doesn’t knows much about real creative living. He lives like a mashine and he is full with fears. His face is full of boredom, without expression or looks angry, like he had totally lost spontaneity and creativity. The modern human lives his life with verbal and intellectual exercises: he is drowning him self in the sea of words without end, he tries to bring back the past or to anticipatie the future and the thing that he is doing ,,now,, is only boredom that he has to release him self from it.
The Gestalt therapy offers a humanity approach, knowing that the human can live more fulfill, enrich, with more satisfaction and to be selfconfident.
Gestalt therapy offers a psychological growth and development, exploration and acknowlegment of your self. Gestalt therapy learns us how to feel again, to laugh, to cry and to be angry. It learns us how to find what is good and what is bad for us, what we need and what we don’t need.
For all these we need a psychological space which we have to explore and acknowlege and it has to be OWERS and in US.

5.  The Training Program – in total
The training program consists a total of 1450 hours
5.1. 600 hours of theory and methodology done in an experiential way
5.2. 150 hours of supervision
5.3. 400 hours of clinical practice
5.4. 250 hours of personal therapeutic experience
5.5. 50 hours personal preference

 

Topic 1:	HISTORY AND ROOTS OF GESTALT THERAPY: Philosophy; anthropology; psychoanalysis; existentialism; phenomenology; Gestalt theory; Eastern philosophies
Topic 2:		THEORY OF GESTALT THERAPY: Organism/environment field; figure/ground resolution; creative adjustment; model of change; authenticity; contact-withdrawal experience; theory of self; awareness/consciousness; polarities; resistances; therapeutic process.
Topic 3:		HUMAN ORGANISM AND ENVIRONMENT: Theory of personality; health and sickness; child development; person in society.
Topic 4:		TECHNIQUES OF GESTALT THERAPY: Experiment; amplification; dream work etc
Topic 5:		DIAGNOSIS: Differential diagnosis; DSM IV; psychodynamic diagnosis; Gestalt diagnosis
Topic 6:		DIFFERENT CLINICAL APPROACHES: Neurosis; psychosis; borderline; psychosomatic; addictions.
Topic 7:		FIELDS AND STRATEGIES OF APPLICATION: Individual; couple; families; groups; addictions; therapeutic communities; organizations etc.
Topic 8:		THE GESTALT THERAPIST IN THE THERAPEUTIC RELATIONSHIP: Transference; counter-transference; dialogue; contacting
Topic 9:		PRINCIPLES AND APPLICATIONS OF ETHICS

8. The clinical practice(400 hours)
8.1.      The practice experience is 400 Hours.  Meaning at least 400 sessions with selected clients.(individuals, groups, couples, families, preferable a mix of these)
8.2.      The practical experience can normally start during the third year of the training program or after sufficient experience, this has to be decided by the Senior Trainer, who gives written permission.
8.3.      The practical experience has to be spread over at least over two years.
8.4.      The practical experience   has to be approved by the Senior trainer of the training program, this approval has to be in writing. The Institution develop criteria for practice places.
8.5.      There is a statement of cooperation between the practical experience and the training program, the practice has to function within the existing standards of the profession. There has to be a good working description of procedures, intake, diagnostics, work meetings and consultation.
There has to be a procedure of working with beginning therapists. The work has to be done under the supervision of a Senior Gestalt therapist who is at least self certified as a Gestalt therapist.

 

9. Supervision (150 hours)
9.1.   Supervision is a very important part of the training program. Supervision is the process where the trainee discusses his work with the supervisor. Supervision is the central process in the training of Gestalt therapists.  Supervision is seen as a process in time.
9.2.   The trainee needs to have supervision at least every 4 sessions with the client and for continuity needs to include with the same supervisor for at least one year.
9.3.   It is an educational process led by an experienced Gestalt Therapist who is normally certified by his National Gestalt therapy Organization to do so. When there is no certification, then there must be at least 10 years of experience as a Gestalt Therapist.
It is recommended that there are training programs for supervisors. A training program for supervisors has to be at least 50 hours of teaching and 25 sessions of hypervision.(=supervision over supervision (sos)).
9.4.   One third of the supervision needs to be done individually, two thirds may be done in small groups. The supervisor sees to it that there are enough cases discussed in the group.
9.5.   The supervisor is a member of the training staff and has at least once a year contact with the trainers of the program.
9.6.   The supervisor has to work out with the trainee which clients will be followed in supervision.
9.7.   The supervisor brings out a report about his supervisee each 25 sessions or at least once a year, to the Senior Trainer.
9.8.   Supervision counts with a maximum of 50 sessions with one supervisor.
9.9.   The supervisor cannot be the same person as a trainer (valid after a period of 5 years),  the personal therapist or the one who is the one who takes responsibility for the trainee in the clinical practice at the same time. It is possible that a trainer later on becomes a supervisor.

 

10.  Personal Therapy -  individual therapeutic experience  250 hours
10.1.     Personal therapeutic experiencey is absolutely indispensable for work as a Gestalt therapist. Personal therapy implies that the trainee Gestalt therapist has exposed him/herself to the method of treatment and frequency of client contact that he/she intends to practice. Part of the personal therapy is integrated in the experiential part of the trainingprogram. At least 50 hours have to be done in individual setting.
10.2.   Personal therapeutic experience has to be given by  registered  Gestalt Therapists  (members of the EAGT or the National Organization.)  In the event that they are not available than by the more experienced Gestalt therapists in the country. (At least 5 years of experience as a Gestalt Therapist.)
10.3.   When not available by the most senior members in the region. It is possible that a individual therapy can count as personal therapy, if it’s not back more than two years before beginning a training program. In that case there have to be at least 50 sessions with a Gestalt therapist.
10.4.   The therapist gives a declaration to the senior trainer about the amount of sessions and their duration.
10.5.   It is possible to do the individual work with two different therapists (not at the same time).
Personal therapeutic experience has to spread over more years and is partly included in form of  Gestalt group-therapy in the training program, partly it has to be done as individual therapy.

 

11. Free choice of 50 Hours
These hours are to be done in the field of Gestalt therapy and should foster the experience of different styles of work in Gestalt therapy. Therefore, exchanges of students with other accredited European institutes are welcome. 
These are contact hours. They can be done at the same time as the training program or afterwards.
The Senior Trainer or the National Organization has to approve of these hours.
Where possible the National Organization can acknowledge the program and give beforehand certification hours to the program (congress, workshop, courses etc)
There has to be a written declaration of these hours.

 

14. Continuous education and European Gestalt Certificate
14.1.   It is understood that the training is never ended with the ending of the training program. There has to be some further development in the profession. So Gestalt therapists need to continue their development.
14.2.   Certification of programs needs to be renewed each 5 years.
14.3.   Certification of Gestalt therapists also needs to be renewed each 5 years.
14.4.   In these 5 years members have to participate in 100 hours of continuous education. Divided as follows:
            -           20 hours of supervision
            -           30 hours of congresses, seminars, courses, workshops
      -       50 hours of intervision, participation in an group of colleagues around the own work as a therapist or teaching about Gestalt Therapy, writing about Gestalt Therapy, scientific work 
            From these activities written declarations are needed.

CODE OF ETHICS AND PROFESSIONAL PRACTICE

MACEDONIAN NATIONAL ASSOCIATION FOR GESTALT THERAPY

                                                “CONTACT”                      

Introduction

The MNAGT Code of Ethics and professional practice is intended to act a guideline for all individual and institutional members of the Macedonian National Association for Gestalt Therapy –  “Contact”. It is intended to help practitioners to use Gestalt therapy in an ethical way.
Furthermore, this Code informs the public about what behavior they can expect in the contexts of psychotherapy and education.
This code is consistent with the national legal recuirements.

This Code is in three sections: the first section is an introduction to the Code pointing out the basic perspective about Ethics; the second section is the core of the Code and explains the definition of fundamental values and related ethical principles; the third section is an application of values and principles to practice.

Section I: General Framework on Ethics
1.1.  Definition of Ethics
1.2.   Basic assumptions
1.3. Approach to the Ethical Code
1.4.  Principal Goals
1.5.  Commitment:

• for MNAGT  affiliated Associations
• for MNAGT members

Section II: Core Ethical Code
2.1. Basic values
2.2. Basic ethical principles

Section III: Application to practice
3.1. Guidelines for ethical practice

 

 

 

Appendix: Articles of the Universal Declaration of Human Rights, related to basic values.

Section I

General framework on Ethics

1.1. Some definitions about Ethics

Ethics , in its broadest sense, is philosophical discipline which studies human actions, including both moral intent and human will. Ethics supposes the ability to choose how to act. It includes the ability to choose according one’s own parameters (subjective ethics) and the ability to choose taking into account the other’s perspective (intersubjective ethics).
      
           Deontology is the study of the moral obligation and commitment of practitioners to act ethically.

          
1.2. Basic assumptions

• There is a close connection between ethics and practice :  behaviour can be ethical or not, depending on whether or not it promotes the well-being of self and others.
• Ethics is a general framework, which guides a practitioner in providing a professional service and always underpins practice. It is not only limited to solving difficult and problematic situations.
• Ethics identifies values that help people to realise their potential as human beings; values underpin ethical principles as guidelines to actualise values and principles which underpin deontological norms, and are a guideline to professional practice.

 

1.3. Approach to the Ethical Code

         The MNAGT Ethical Code identifies basic values. These values offer a frame of reference to inform practitioners about their personal and professional behaviour in order to promote the well-being of people involved in a professional relationship. These values help to construct criteria for ethical and professional behaviour which incorporates the basic assumptions about values, and related ethical principles, and uses them as a basis to inform ethical practice in all helping professions.

         Deontological Code offers a set of prescriptive rules to regulate practitioner’s behaviour for the protection of the rights of each user. These are strictly linked to the nation’s laws and are specific for different professional bodies.

The Ethical and Deontological Code’s goal is to guarantee human rights as well as being protected by the national laws.
          
         Therefore, in this Code the emphasis is on the importance of holding clear values and ethical principles in order to create a frame of reference for managing a wide range of situations even if they are not specifically described in the Ethical Code.
         
       This approach moves the arena of ethical practice away from the application of a set of rules, which denotes what shall or shall not be done, to a consideration of the values and principles, which guide the practitioners in Gestalt. It is possible to encounter situations that are not covered by specific codes or be faced with having to decide between principles. In such circumstances any chosen course of action only becomes unethical if it can be shown that the practitioner did not take appropriate care with regard to the values and principles of Gestalt. Any example given have been developed as an indication of good practice and is not to be considered as comprehensive.

        In addition, thinking Ethics in terms of general values and principles helps to take into account cultural differences within the Gestalt community and provides an organisation with a template for integrating it into with national Deontological Code.

 

1.4. Principal Goals

1. Enhance practitioner’s awareness and thinking in terms of Ethics (values and principles, as well as norms and prohibitions) in order to create a frame of reference for analysing human situations.
2. Give to MNAGT members a clear framework of Ethics so that the practitioner can have criteria to choose ethical positions and to use them as a template to analyse each practical situation.
3. Provide examples of application of ethical principles, derived from values so that practitioners understand the relationship between the two and not just to adapt to a set of rules.
4. To demonstrate the necessity of self examination by looking at values and ethical principles instead of a list of rules and required behaviours.

 

1.5.  Commitments

          Because of the nature of the MNAGT, an association of associations, this article is written in two parts: the first part is specific for the Associations, and the second part is for individual MNAGT members; both contain the explicit agreement to be part of MNAGT.
1.5.1.   Commitment of MNAGT affiliated Associations

 

      Each MNAGT affiliated Association agrees with this Ethical Code and commits to:

use the MNAGT Ethical Code as a template for its own Code

ensure that each member will subscribe to the Code and will use it in its practice;

take care to resolve local situations when a member’s professional behaviour is not congruent with the national Code of Ethics, MNAGT Code and national laws;

refer to MNAGT Ethics Committee for any unresolved question with a member or member organisation and ask for help in order to clarify the process and to be able to reach a final solution.        

 

1.5.2.  Commitment for members of the National Association

          Each MNAGT individual member of National Association, (usually as part of a national association), agrees with the MNAGT Ethical Code and commit him/herself to:

• use it as frame of reference for his/her ethical thinking and as a guideline to practice;
• follow the country’s Deontological Code, taking into account his/her specific profession.

Each individual is responsible for its own professional behaviour and aware of his/her commitment to the EAGT community. If such behaviour is not congruent with the EAGT and the National Code, it will be investigated and assessed by a national body who will determine sanctions if appropriate.
           Each Gestalt trainer commits him/herself to discuss and reflect on this Code in all aspects of training.

 

Section II

Core Ethical Code

          Ethics is a discipline that makes explicit the basic values which facilitate the process of the fulfillment of human beings. 
          Values come from an existential and philosophical view, are valid for everyone and contribute to the well-being of self and others. They are universal and transcend both cultural norms and the development of individual realizations.    
          Ethical principles derive from values and assume attitudes in order to translate values into professional practice. Because of their nature, principles need to be culturally interpreted: some principles can be expressed in a different way in two different cultures; they also are valid for each person, directly or indirectly involved with the practitioner.

         In this section specific values and ethical principles will be identified and defined.  These values are essential for healthy human development both individually and interpersonally and therefore may be considered as fundamental human rights. Therefore values declared in this Code are congruent with the Universal Declaration of Human Rights .
        Ethical principles are briefly defined. They need to be applied in practice by taking into account the people which directly or indirectly involved. Therefore for each principle there is indicated list of the possible target group which need to be addressed in order to behave ethically: client, self as practitioner, trainees, colleagues, human environment /community.
       
 2.1. Basic Values 

        Value means what is fundamental for the human beings in order to promote development and fulfilment, both their own and of the others. It includes the referring to natural law that helps people to behave with respect towards self and others. The following values are related to Human Rights and are included in the Universal Declaration of Human Rights.
        This frame of reference is also congruent with the existential and philosophical perspective in Gestalt. Many values can be extrapolated so that the following list will not to be considered exhaustive; for MNAGT members, considering the range of activities involved, the fundamental ones are:

• Dignity of human beings

Each human being is worth, regardless of sex, social position, religious creed, ethnic origin, physical or mental health, political beliefs, sexual orientation etc.

2.    Self-determination
Each individual is free to decide his or her own future within the national laws of the country and with due consideration of the needs of self and others; each person can learn from its experience to be in charge of him/herself whilst taking account the nature of the world and the freedom of others.

3.      Health
Physical and mental stability is a right of each person and needs to be actively safeguarded.

4.      Security
Each person needs to be able to explore and grow in an environment that enables a sense of security.

5.      Mutuality
Each person, considering that he/she lives and grows in an interpersonal world, is mutually involved with the well-being of others, developing interdependency with others in order to build both its’ own and the security of the others.

         These values are directly related to each other and will influence Gestalt practitioners in their professional practice.

 

2.2. Basic Ethical Principles

          Because of the nature of the values and their significance in human life, in order to guarantee the respect and the rights of each person, it is necessary to identify clear guidelines for behaviour which are strictly linked to the values. Ethical principles derive from values and are an indication how to practice, in order to promote well-being, development and growth of a person; they are prescriptive and offer criteria for ethical behaviour.

          Using values as a starting point, it is possible to determine a set of ethical principles. The principal ones are:

• Respect
• Empowerment
• Protection
• Responsibility
• Commitment in relations

 

          Within a helping profession such is psychotherapy, ethical principles need to address many areas in order to influence ethical behaviour. The main principal ones are:

• Clients
• Self as practitioner
• Trainees
• Colleagues
• Human environment/Community

 

         Gestalt practitioners will consider each value and derived ethical principles and will self-examine in order to decide what attitude to take and how to behave in each of the mentioned areas. The practitioner will analyse any situation looking at the influence of ethical principles on the practice and choose behaviour taking into account a wide variety of factors, e.g. client, self, environment, etc.
          After a brief definition of each, there is a list that indicates points to address. This will enable a practitioner to evaluate a situation and take responsibility for their choices. Firstly, there are examples of good practice developed in response to an ethical principle. This is to stimulate the practitioners to question themselves in order to translate the principles into practice; it is not an exhaustive list and each practitioner will find its own response looking at the five indicated targets. This will enable the practitioner to clarify the reasons for his/hers behaviour.

• Respect foreach person as a human being, apart from any specific characteristic or quality.

 

• toward the clients: the practitioner fully considers and seeks to understand the personal perspectives of every individual. He/she will help the person to be congruent with its own perspective. The practitioner will provide his/hers best possible services to the client. The practitioner provides a safe and professional environment, and being aware of the power of its position, is careful to create a trustable environment, avoiding any situation that is exploitative to anyone, ect.

• toward self: the practitioner will take into account his/hers own perspective/difficulties/preferences, and will refer to other competent colleagues any client or situation that he/she is not willing or able to handle, etc.

 

• toward the trainees: the trainer, aware of the level of learning of the trainees, gives adequate support, provides all necessary learning resources and is open to address his/hers teaching style in order to attune to the learning needs of the trainee, etc.

• toward the colleagues: the practitioner maintains an awareness of the professionalism of colleagues and when there are concerns, directly addresses them with the colleague. After listening to the response the practitioner will make an independent judgment on the issue, etc.

 

• toward the community: the practitioner takes into account the specific culture of his/hers community, and does not seek to impose his/hers own values, etc.

2. Empowerment emphasizes the importance of enhancing the growth of each person.

 

• toward the clients: practitioners commit themselves to work on developing the awareness in clients about their dignity, responsibility and rights,  etc.
• toward self: practitioners maintains ongoing education in their field of speciality to expand their knowledge and are taking care of their professional and personal growth, etc.
• toward trainees: practitioners evaluate the competency of their trainees and enable them to develop their potential, growth and well-being, etc.
• toward colleagues: practitioners respect a colleague’s contributions and create occasions to expand their professionalism, looking for sharing competences, instead of being jealous of their discoveries, etc.
• toward the community: practitioners think in terms of wider well-being of the community, as well as the individual, etc.

3. Protection  implies taking care of self and others (physically, mentally, etc.), bearing in mind the uniqueness and the worth of everyone.

 

• toward the clients: practitioners offer adequate services to the clients by providing a safe working environment (e.g. confidentiality, physical safety, informed consent for high-risk procedures), and are holding an awareness of any destructive tendencies on behalf of the client. They do not enter into or maintain a professional contract where other activities or relationships might jeopardize the professional contract; they maintain confidentiality even when the therapeutic relationship has ended etc.
• toward self: practitioners take care of their own values and learning process. They refuse to work in situations that involve conflicts with themselves or which require a higher level of competence. Practitioners take care of their safety and decide to terminate the relationship with the client if they experience any physical or mental condition that impairs their ability to work effectively and competently with the client, etc.
• toward the trainees: practitioners encourage trainees to recognize their own preferences and limits, in order to protect themselves and clients from inadequate or harmful interventions; they stimulate trainees to take care of their personal and professional growth, looking at their personal styles and addressing personal issues that interfere  with their own or other’s safety, etc.
• toward the colleagues: practitioners are ready to confront derogatory statements or actions by colleagues, etc.
• toward the community: practitioners provide services to the clients in full compliance with the existing laws of the country,  etc.

4. Responsibility implies taking into account the consequences of our actions as clients, trainers, therapists, supervisors, counsellors, etc.

 

• toward clients: practitioners make clear contracts and resolve the professional relationship if the client is unable or unwilling to function autonomously and responsibly; they will not exploit the client in any manner; they act in a way that causes no intentional or deliberate harm to the client, etc.
• toward self: they consider the impact of their position on the client and are careful in the way they respond to clients in order to promote well-being, to prevent abuse, etc.
• toward trainees: practitioners are aware of the learning needs of their trainees and provide them with the necessary tools and information to learn; if the trainee is not willing to change an unethical situation, they will confront him/her and decide a specific and ethical course of action, etc.
• toward colleagues: they accept responsibility of confronting a colleague whom they have reasonable cause to believe that he/she is acting in an unethical manner, and failing resolution, to report that colleague to the appropriate ethical body, etc.
• toward the community: practitioners will hold it as a professional responsibility to be concerned with the psychological and physical health of their community, etc.

5. Commitment in relations means developing a genuine interest in our client’s well-being.

• toward the clients: practitioners are careful to take in consideration the interpersonal world of the individual and to consider their impact on it, etc.
• toward the trainees: practitioners teach trainees to consider the interpersonal world of their clients, etc.
• toward self and the colleagues: they involve themselves in conferences, sharing their contributions, etc.
• toward the community: practitioners are aware and are active in the life of their community, etc.

 

      In order to make an ethical decision the practitioners are supported by ethical principles which enable them to evaluate different situations so that their choice can be a considered one.  However, it could happen that practitioners will be involved in situations where it is not possible to reconcile all the applicable principles; despite this difficulty the practitioners will still need to look at the specific situation, consider the different perspectives and be accountable for their decisions.

The following scheme (fig. 1) is a synthesis of the core Ethical Code. There are three different levels used to evaluate the situations in terms of Ethics:

Fig. 1. Synthesis of the Core Ethical Code: three levels of analysis for ethical practice.

Section III
Application to practice

3.1. Guidelines for ethical practice

        The following graphic (fig. 2) presents the same content as the previous one. This representation demonstrates that “basic values” are the fundamental premise in order to analyse each situation in terms of Ethics. It also emphasizes the importance of assessing the situation by considering each ethical principle and looking at a different target group for each one in order to come to a considered conclusion.

         Ethical practice implies a process of evaluation of the situation from different perspectives (from the perspective of a client, self as a practitioner, trainees, colleagues and from the aspect of the human environment/community).
          Only after an accurate assessment of the situation from different points of view Gestalt practitioner should come to a solution.

 

  

Fig. 2. Guideline for ethical assessment

Appendix

Articles of the Universal Declaration of Human Rights, related to basic values

Art. 1: “All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood.” 
 Art. 2: Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. Furthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs, whether it is independent, trust, non-self-governing or under any other limitation of sovereignty.
Art. 3: Everyone has the right to life, liberty and security of person.
Art. 18: Everyone has the right to freedom of thought, conscience and religion; this right includes freedom to change his religion or belief, and freedom, either alone or in community with others and in public or private, to manifest his religion or belief in teaching, practice, worship and observance.
Art. 19: Everyone has the right to freedom of opinion and expression; this right includes freedom to hold opinions without interference and to seek, receive and impart information and ideas through any media and regardless of frontiers.
Art. 22: Everyone, as a member of society, has the right to social security and is entitled to realization, through national effort and international co-operation and in accordance with the organization and resources of each State, of the economic, social and cultural rights indispensable for his dignity and the free development of his personality.
Art. 23: (1) Everyone has the right to work, to free choice of employment, to just and favourable conditions of work and to protection against unemployment. (2) Everyone, without any discrimination, has the right to equal pay for equal work. (3) Everyone who works has the right to just and favourable remuneration ensuring for himself and his family an existence worthy of human dignity, and supplemented, if necessary, by other means of social protection. (4) Everyone has the right to form and to join trade unions for the protection of his interests.
Art. 24: Everyone has the right to rest and leisure, including reasonable limitation of working hours and periodic holidays with pay.  
Art. 25: (1) Everyone has the right to a standard of living adequate for the health and well-being of himself and of his family, including food, clothing, housing and medical care and necessary social services, and the right to security in the event of unemployment, sickness, disability, widowhood, old age or other lack of livelihood in circumstances beyond his control.(2) Motherhood and childhood are entitled to special care and assistance. All children, whether born in or out of wedlock, shall enjoy the same social protection.
Art. 29: (1) Everyone has duties to the community in which alone the free and full development of his personality is possible. (2) In the exercise of his rights and freedoms, everyone shall be subject only to such limitations as are determined by law solely for the purpose of securing due recognition and respect for the rights and freedoms of others and of meeting the just requirements of morality, public order and the general welfare in a democratic society. (3) These rights and freedoms may in no case be exercised contrary to the purposes and principles of the United Nations.

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