Writing
SOWK 270 Liberty University Competing Values in Social Work Discussion

SOWK 270

Liberty University

SOWK

Question Description

I’m studying for my Social Science class and need an explanation.

MUST BE AT LEAST 350 words.

As you learned last week, a dilemma is a difficult decision - a choice that is difficult because no matter your decision, things may not always work out for all involved. What creates this difficulty is the tension between competing values. In social work, dilemmas occur when one or more of the core social work values compete against one another. Often, a social worker is faced with a decision that can be supported of either side by a social work value. For example, perhaps one side of the decision may be supported by dignity and worth of a person; however, the alternative side of the dilemma may be supported by integrity. The easiest way to conceptualize this would be framing it like this - If I do _____________, that decision would be supported by (social work core value). On the other hand if I do_____________, that would be supported by (social wok core value).

For reference sake, the core values are service, integrity, social justice, dignity and worth of a person, importance of human relationships, and competence. These are outlined and defined in the NASW Code of Ethics, found in this week's reading material.

For your discussion board this week please answer the following:

Given the scenario last week, please discuss the competing values in the dilemma. You should not only list them, but explain how these values are relevant, and hat about those values creates that competing tension. Your post should demonstrate that you are able to identify dilemmas, and can analyze the competing values present. This requires that you have a genuine understanding of the core values of social work.

Simply stating competing values is not sufficient here, be sure to explain why they are relevant and how they compete.

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DISCUSSION BOARD FORUM INITIAL POST GRADING RUBRIC Criteria Content 70% Thread: Content Levels of Achievement Advanced 90-100% Proficient 70-89% Developing 1-69% Not present 19 to points 21 15 to 18 points 1 to 14 points 0 points The initial thread exceeds content requirements: All key components of the Discussion Board question(s) are answered in a thread. Major points are supported by the following: The initial thread meets the content requirements: All key components of the Discussion Board question(s) are answered in a thread. Major points are supported by the following: The initial thread meets some of the content requirements: All key components of the Discussion Board question(s) are answered in a thread. Major points are supported by the following: • Reading & Study materials; • Reading & Study materials; • Reading & Study materials; • Pertinent examples (conceptual and/or personal); and • Pertinent examples (conceptual and/or personal); and • Pertinent examples (conceptual and/or personal); and • Structure 30% • Not present • Thoughtful analysis (considering assumptions, analyzing implications, or comparing/contrasting concepts) Required word count (at least 250 words) is met. Thoughtful analysis (considering assumptions, analyzing implications, or comparing/contrasting concepts) Required word count (at least 250 words) is met. Thoughtful analysis (considering assumptions, analyzing implications, or comparing/contrasting concepts) Required word count (at least 250 words) is met. Advanced 90-100% Proficient 70-89% Developing 1-69% Not present Thread: 9 points Grammar and The initial thread exceeds Spelling, APA structure requirements: formatting Proper spelling, current APA (30%) format, and grammar are used. 6 to 8 points The initial meets the requirements: Proper spelling, current APA format, and grammar are used. 1 to 5 points The initial thread meets some of the structure requirements: Proper spelling, current APA format, and grammar are used. 0 points Not present SOWK 270 DISCUSSION BOARD FORUM GRADING RUBRIC Criteria Content70% Thread: Content Levels of Achievement Advanced 90-100% Proficient 70-89% 32 to 35 points 25 to 31 points The initial thread exceeds content The initial thread meets the content requirements: requirements: All key components of the All key components of the Discussion Board question(s) are Discussion Board question(s) are answered in a thread. answered in a thread. Major points are supported by the Major points are supported by the following: following: • Reading & Study materials; • Reading & Study materials; • Pertinent examples • Pertinent examples (conceptual and/or personal); (conceptual and/or personal); and and • Thoughtful analysis • Thoughtful analysis (considering assumptions, (considering assumptions, analyzing implications, or analyzing implications, or comparing/contrasting comparing/contrasting concepts) concepts) • At least one scholarly • At least one scholarly reference reference Required word count (at least 350 Required word count (at least 350 words) is met. words) is met. Structure 30% Advanced 90-100% Proficient 70-89% Thread: 14 to 15 points 11 to 13 points Grammar and The initial thread exceeds structure The initial meets the requirements: Spelling, APA requirements: Proper spelling, current APA format, formatting Proper spelling, current APA and grammar are used. (30%) format, and grammar are used. Developing 1-69% 1 to 24 points The initial thread meets some of the content requirements: All key components of the Discussion Board question(s) are answered in a thread. Major points are supported by the following: • Reading & Study materials; • Pertinent examples (conceptual and/or personal); and • Thoughtful analysis (considering assumptions, analyzing implications, or comparing/contrasting concepts) • At least one scholarly reference Required word count (at least 350 words) is met. Developing 1-69% 1 to 10 points The initial thread meets some of the structure requirements: Proper spelling, current APA format, and grammar are used. Not present 0 points Not present Not present 0 points Not present Page 1 of 3 SOWK 270 Content 70% Reply 1: Content Advanced 90-100% 15 to 17 points First reply exceeds content requirements: Required word count (250 words or more each) for 2 replies is met. Major points are supported by the following: • Reading & Study materials; • Pertinent examples (conceptual and/or personal); and • Thoughtful analysis (considering assumptions, analyzing implications, or comparing/contrasting concepts) Appropriate “netiquette” manners are used (e.g., using strengths-based feedback, refraining from negatively framing feedback—see Student Expectations). Clarity is brought to issues being discussed, and each reply relates issues to biblical principles and experience. Structure 30% Advanced 90-100% Reply 1: 8 points Grammar and First reply exceeds structure Spelling, APA requirements: formatting Proper spelling, current APA (30%) format, and grammar are used Proficient 70-89% 12 to 14 points First reply meets the content requirements: Required word count (250 words or more each) for 2 replies is met. Major points are supported by the following: • Reading & Study materials; • Pertinent examples (conceptual and/or personal); and • Thoughtful analysis (considering assumptions, analyzing implications, or comparing/contrasting concepts) Appropriate “netiquette” manners are used (e.g., no name-calling or labeling another student’s idea a derogatory term, such as “stupid” or “dumb,” even when disagreeing— see Student Expectations). Clarity is brought to issues being discussed, and each reply relates issues to biblical principles and experience. Proficient 70-89% 6 to 7 points First reply meets the requirements: Proper spelling, current APA format, and grammar are used Developing 1-69% 1 to 11 points First reply meets some of the content requirements: Required word count (250 words or more each) for 2 replies is met. Major points are supported by the following: • Reading & Study materials; • Pertinent examples (conceptual and/or personal); and • Thoughtful analysis (considering assumptions, analyzing implications, or comparing/contrasting concepts) Appropriate “netiquette” manners are used (e.g., no name-calling or labeling another student’s idea a derogatory term, such as “stupid” or “dumb,” even when disagreeing— see Student Expectations). Clarity is brought to issues being discussed, and each reply relates issues to biblical principles and experience. Developing 1-69% 1 to 5 points First reply meets some of the structure requirements: Proper spelling, current APA format, and grammar are used Not present 0 points Not present Not present 0 points Not present Page 2 of 3 SOWK 270 Content 70% Reply 2: Content Advanced 90-100% 15 to 17 points Second reply exceeds content requirements: Required word count (250 words or more each) for 2 replies is met. Major points are supported by the following: • Reading & Study materials; • Pertinent examples (conceptual and/or personal); and • Thoughtful analysis (considering assumptions, analyzing implications, or comparing/contrasting concepts) Appropriate “netiquette” manners are used (e.g., no name-calling or labeling another student’s idea a derogatory term, such as “stupid” or “dumb,” even when disagreeing— see Student Expectations). Clarity is brought to issues being discussed, and each reply relates issues to biblical principles and experience. Structure 30% Advanced 90-100% Reply 2: 8 points Grammar and Second reply exceeds structure Spelling, APA requirements: formatting Proper spelling, current APA (30%) format, and grammar are used Proficient 70-89% 12 to 14 points Second reply meets the content requirements: Required word count (250 words or more each) for 2 replies is met. Major points are supported by the following: • Reading & Study materials; • Pertinent examples (conceptual and/or personal); and • Thoughtful analysis (considering assumptions, analyzing implications, or comparing/contrasting concepts) Appropriate “netiquette” manners are used (e.g., no name-calling or labeling another student’s idea a derogatory term, such as “stupid” or “dumb,” even when disagreeing— see Student Expectations). Clarity is brought to issues being discussed, and each reply relates issues to biblical principles and experience. Proficient 70-89% 6 to 7 points Second reply meets the requirements: Proper spelling, current APA format, and grammar are used Developing 1-69% 1 to 11 points Second reply meets some of the content requirements: Required word count (250 words or more each) for 2 replies is met. Major points are supported by the following: • Reading & Study materials; • Pertinent examples (conceptual and/or personal); and • Thoughtful analysis (considering assumptions, analyzing implications, or comparing/contrasting concepts) Appropriate “netiquette” manners are used (e.g., no name-calling or labeling another student’s idea a derogatory term, such as “stupid” or “dumb,” even when disagreeing— see Student Expectations). Clarity is brought to issues being discussed, and each reply relates issues to biblical principles and experience. Developing 1-69% 1 to 5 points Second reply meets some of the structure requirements: Proper spelling, current APA format, and grammar are used Not present 0 points Not present Not present 0 points Not present Page 3 of 3 Forum 1 Scenerio In this scenario you are a school social worker that has been working with Maria, a 14-year-old student that you have been seeing weekly for 5 months. Maria’s parents are navigating a divorce, and Maria has been struggling with depressive episodes as well as impulse control issues. Maria often speaks to you about her anger, and how quickly she snaps on classmates that make her angry. She hates this response, and often feel powerless in her responses. “It’s like the anger takes over, and I don’t even know where it comes from….like I can’t control it….and I hate that, I promise I’m not a mean person,” she relates to you in a session. Today, the principal of the school stops in your office and says that he is concerned about Maria’s tendency to fight and respond with anger. He shares that he has a responsibility to keep students safe, and he needs to know more of Maria’s story in an attempt to make the school a safe place. “Can you just give me her file and your notes so that I can go over them? I just need to know what’s going on,” he says. Code of Ethics of the National Association of Social Workers http://www.socialworkers.org/pubs/code/code.asp Approved by the 1996 NASW Delegate Assembly and revised by the 2008 NASW Delegate Assembly Preamble The primary mission of the social work profession is to enhance human well-being and help meet the basic human needs of all people, with particular attention to the needs and empowerment of people who are vulnerable, oppressed, and living in poverty. A historic and defining feature of social work is the profession’s focus on individual well-being in a social context and the well-being of society. Fundamental to social work is attention to the environmental forces that create, contribute to, and address problems in living. Social workers promote social justice and social change with and on behalf of clients. “Clients” is used inclusively to refer to individuals, families, groups, organizations, and communities. Social workers are sensitive to cultural and ethnic diversity and strive to end discrimination, oppression, poverty, and other forms of social injustice. These activities may be in the form of direct practice, community organizing, supervision, consultation administration, advocacy, social and political action, policy development and implementation, education, and research and evaluation. Social workers seek to enhance the capacity of people to address their own needs. Social workers also seek to promote the responsiveness of organizations, communities, and other social institutions to individuals’ needs and social problems. The mission of the social work profession is rooted in a set of core values. These core values, embraced by social workers throughout the profession’s history, are the foundation of social work’s unique purpose and perspective: • • • • • • service social justice dignity and worth of the person importance of human relationships integrity competence. This constellation of core values reflects what is unique to the social work profession. Core values, and the principles that flow from them, must be balanced within the context and complexity of the human experience. Purpose of the NASW Code of Ethics Professional ethics are at the core of social work. The profession has an obligation to articulate its basic values, ethical principles, and ethical standards. The NASW Code of Ethics sets forth these values, principles, and standards to guide social workers’ conduct. The Code is relevant to 1 all social workers and social work students, regardless of their professional functions, the settings in which they work, or the populations they serve. The NASW Code of Ethics serves six purposes: 1. The Code identifies core values on which social work’s mission is based. 2. The Code summarizes broad ethical principles that reflect the profession’s core values and establishes a set of specific ethical standards that should be used to guide social work practice. 3. The Code is designed to help social workers identify relevant considerations when professional obligations conflict or ethical uncertainties arise. 4. The Code provides ethical standards to which the general public can hold the social work profession accountable. 5. The Code socializes practitioners new to the field to social work’s mission, values, ethical principles, and ethical standards. 6. The Code articulates standards that the social work profession itself can use to assess whether social workers have engaged in unethical conduct. NASW has formal procedures to adjudicate ethics complaints filed against its members.* In subscribing to this Code, social workers are required to cooperate in its implementation, participate in NASW adjudication proceedings, and abide by any NASW disciplinary rulings or sanctions based on it. The Code offers a set of values, principles, and standards to guide decision making and conduct when ethical issues arise. It does not provide a set of rules that prescribe how social workers should act in all situations. Specific applications of the Code must take into account the context in which it is being considered and the possibility of conflicts among the Code‘s values, principles, and standards. Ethical responsibilities flow from all human relationships, from the personal and familial to the social and professional. Further, the NASW Code of Ethics does not specify which values, principles, and standards are most important and ought to outweigh others in instances when they conflict. Reasonable differences of opinion can and do exist among social workers with respect to the ways in which values, ethical principles, and ethical standards should be rank ordered when they conflict. Ethical decision making in a given situation must apply the informed judgment of the individual social worker and should also consider how the issues would be judged in a peer review process where the ethical standards of the profession would be applied. Ethical decision making is a process. There are many instances in social work where simple answers are not available to resolve complex ethical issues. Social workers should take into consideration all the values, principles, and standards in this Code that are relevant to any situation in which ethical judgment is warranted. Social workers’ decisions and actions should be consistent with the spirit as well as the letter of this Code. In addition to this Code, there are many other sources of information about ethical thinking that may be useful. Social workers should consider ethical theory and principles generally, social work theory and research, laws, regulations, agency policies, and other relevant codes of ethics, 2 recognizing that among codes of ethics social workers should consider the NASW Code of Ethics as their primary source. Social workers also should be aware of the impact on ethical decision making of their clients’ and their own personal values and cultural and religious beliefs and practices. They should be aware of any conflicts between personal and professional values and deal with them responsibly. For additional guidance social workers should consult the relevant literature on professional ethics and ethical decision making and seek appropriate consultation when faced with ethical dilemmas. This may involve consultation with an agency-based or social work organization’s ethics committee, a regulatory body, knowledgeable colleagues, supervisors, or legal counsel. Instances may arise when social workers’ ethical obligations conflict with agency policies or relevant laws or regulations. When such conflicts occur, social workers must make a responsible effort to resolve the conflict in a manner that is consistent with the values, principles, and standards expressed in this Code. If a reasonable resolution of the conflict does not appear possible, social workers should seek proper consultation before making a decision. The NASW Code of Ethics is to be used by NASW and by individuals, agencies, organizations, and bodies (such as licensing and regulatory boards, professional liability insurance providers, courts of law, agency boards of directors, government agencies, and other professional groups) that choose to adopt it or use it as a frame of reference. Violation of standards in this Code does not automatically imply legal liability or violation of the law. Such determination can only be made in the context of legal and judicial proceedings. Alleged violations of the Code would be subject to a peer review process. Such processes are generally separate from legal or administrative procedures and insulated from legal review or proceedings to allow the profession to counsel and discipline its own members. A code of ethics cannot guarantee ethical behavior. Moreover, a code of ethics cannot resolve all ethical issues or disputes or capture the richness and complexity involved in striving to make responsible choices within a moral community. Rather, a code of ethics sets forth values, ethical principles, and ethical standards to which professionals aspire and by which their actions can be judged. Social workers’ ethical behavior should result from their personal commitment to engage in ethical practice. The NASW Code of Ethics reflects the commitment of all social workers to uphold the profession’s values and to act ethically. Principles and standards must be applied by individuals of good character who discern moral questions and, in good faith, seek to make reliable ethical judgments. Ethical Principles The following broad ethical principles are based on social work’s core values of service, social justice, dignity and worth of the person, importance of human relationships, integrity, and competence. These principles set forth ideals to which all social workers should aspire. Value: Service Ethical Principle: Social workers’ primary goal is to help people in need and to address social problems. 3 Social workers elevate service to others above self-interest. Social workers draw on their knowledge, values, and skills to help people in need and to address social problems. Social workers are encouraged to volunteer some portion of their professional skills with n ...
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Final Answer

Attached.

1

Running Head: COMPETING VALUES

Competing values.
Student name.
Institution Name.
Course-name.

COMPETING VALUES

2

Competing values.
The competing values depicted in the scenario include integrity, dignity, the importance
of human relationship and competence. As a social worker, I should be honest to my employer
by elevating the interests of the people I serve beyond my values. However, I should also protect
Maria’s reputation by ensuring her private information is not shared with the public. Failure to
share the information requested by the principle might have adverse effects on my status and
compensation. The principal might view me as an ignorant employee who keeps secrets of
crucial information that might help students during the time of need. However, on the other hand,
I must strive to maintain the existing relationship with Maria. Therefore, integrity conflicts with
the importance of human relationship in the scenario.
As a social wor...

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