Learning Material
•
Reading and Resources
Textbook
Cooper, D. E.
o Chapter 4, pp. 103-132
o Chapter 5, pp. 133-164
• Lowenberg, F. M., Dolgoff, R. & Harrisgton, D.
o Chapter 5, pp 91-105
o Chapter 8, pp 146-172
o Chapter 7, pp 119-145
Articles
•
Brenner, E., Kindler, D., & Freundlich, M. (2010). Dual relationships in child welfare practice: A framework for
ethical decision making. Children and Youth Services Review, 32,1437-1445.
• Copeland, P., Dean, R.G., Wladowski, S.P. (2011). The power dynamics of supervision: Ethical dilemmas.Smith
College Studies in Social Work, 81, 26-40.
• DeJulio, L. M. & Berkman, C. S. (2003). Nonsexual Multiple Role Relationships: Attitudes and Behaviors of
Social Workers. Ethics and Behavior, 13 (1), 61-79.
• Mattison, D.; Jayarantne, S.; Croxton, T. (2002). Client or former client? Implications of ex-client definition on
social work practice. Social Work. 41 , pp. 55-64.
• Reamer, F.G. (2003). Boundary issues in social work: Managing dual relationships. Social Work, 48 (1), 121134.
• Furlong, M.S. (2003). Self determination and a critical perspective in casework. Qualitative Social Work, 2 (2),
177-196.
• Geaulieu, N. L. (2006). Ethical and psychosocial issues raised by the practice in cases of mistreatment of older
adults. Journal of Gerontological Social Work, 46 (3/4) 161-170.
• Rothman, J. et. al. (1996). Client self-determination and professional intervention: striking a balance.Social
Work, 41 (4), 396-405.
• Rothman, J. (1989). Client self-determination: untangling the knot. Social Service Review, 63 (4), 598-612.
• Manning, S. S. & Gaul, C.E. (1997). The ethics of informed consent: a critical variable in the self-determination
of health and mental health clients.Social Work in Health Care, 25 (3), 103-117.
• Palmer, N. & Kaufman, M. (2003). The ethics of informed consent: implications for multicultural
practice. Journal of Ethnic and Cultural Diversity in Social Work., 12 (1), 1-26.
• Starin, A.C. (2006). Clients role choices: unexplored factors in intervention decisions. Clinical Social Work
Journal, 34 (1), 101-119.
• Zayas, L.H., et al (2005). Capacity to consent in psychiatric research: development and preliminary testing of a
screening tool. Research on Social Work Practice, 15 (6), 545-556.
Media
•
•
PowerPoint - Direct Service Situation I: Balancing Ethical Responsibilities Dual Relationships/Boundary
Issues
•
Reamer, F.G. (nd) Eye on ethics: Novel boundary challenges-Social networking. Social Work Today
A.
1
Guidelines for the Ethical Model Paper:
(Papers presented in this format may be submitted as one of the Scholarly Paper
requirements for graduation.)
Focus: The objective of this assignment is to provide a framework through which you can
demonstrate your ability to utilize a process for structuring, defining, and making ethical
decisions in social work. This model can be applied to an ethical dilemma at the macro,
organizational, or direct practice levels. An important emphasis in the paper is on the
methodology, that is, how you arrived at your ethical choice--the ethical solution to the
issue/problem selected. This includes logical analysis, self-awareness, and clarity of the
reflective process. Each step is essential to the process, builds on the previous step, and
moves toward a solution and implementation plan. The justification, or set of
reasons/arguments for the ethical position taken, should be clearly stated.
The Ethical Model Paper is submitted in four parts: Ethical Dilemma, Literature Review
and Research, Value/ Bias Reflection, and Decision/ Implementation as follows:
a) Part 1: This section describes the professional practice issue, agency setting, and your
role at the agency, while also clarifying the ethical dilemma that is being processed. It
provides the framework for the rest of the paper. While brief, it is an important part of
the paper related to deciding what you are writing about and how you are framing the
dilemma.
b) Part 2: This section covers a thorough review of the literature and looks at both sides of
the issue. It addresses the literature, ethical theory, laws, policies, and NASW standards.
It is the scholarly and theoretical section of the paper and involves extensive review of
the literature related to your topic.
c) Part 3: This section allows for the opportunity to reflect on values, including personal,
organizational, and client values. It also prompts for the reflection on your biases that
could be influencing the decision making process. It culminates in the development of a
values hierarchy. It is the reflection section of the paper.
d) Part 4: This section requires the generation of a minimum of two possible alternative
solutions to the dilemma. You then pick a solution and provide a justification of the
decision using what you have previously written. This is the practical application section
of the paper, where you apply theory and the literature to your explanation of how you
would resolve the issue. It culminates with a discussion of how the decision would be
implemented using generalist practice skills while also discussing risk management.
This discussion allows you to demonstrate how you would put your decision into action.
Part 4 should be submitted as a whole paper, beginning with parts 1, 2, and 3.
B.
Assessments/ Grading: The University grading system will be utilized (see policy in
bulletin). The grade will be based upon the extent to which the student meets the course
objectives as demonstrated via discussions, writings, quizzes, and presentation.
Assignments
Discussion Board
Paper
Quiz
Presentation
Total Points
100
400
75
100
Percentage
20
40
25
15
2
Total
675
100
Grading System
Letter Grade
A
AB+
B
BC
F
I.
Numeric Range
95-100
90-94
87-89
83-86
80-82
70-79
0-69
INSTITUTIONAL POLICIES
Academic Honesty:
Academic honesty is expected of all CUA students. Faculty are required to initiate the
imposition of sanctions when they find violations of academic honesty, such as
plagiarism, improper use of a student’s own work, cheating, and fabrication. The
following sanctions are presented in the University procedures related to Student
Academic Dishonesty (See http://policies.cua.edu/academicundergrad/integrityfull.cfm)
“The presumed sanction for undergraduate students for academic dishonesty will be
failure for the course. There may be circumstances, however, where, perhaps because of
an undergraduate student’s past record, a more serious sanction, such as suspension or
expulsion, would be appropriate. In the context of graduate studies, the expectations for
academic honesty are greater, and therefore the presumed sanction for dishonesty is
likely to be more severe, e.g., expulsion. …In the more unusual case, mitigating
circumstances may exist that would warrant a lesser sanction than the presumed
sanction.”
Please review the complete texts of the University policy and procedures regarding
Student Academic Dishonesty, including requirements for appeals, at
http://policies.cua.edu/academicundergrad/integrityfull.cfm
Other Policies or Expectations
Students are responsible for making up work or assignments. Students are expected to fully
participate each week.
Assignments are expected on the dates noted on the Course Schedule and within the
assignment instructions. Any late submissions should be approved in advance with the
instructor.
Campus Resources for student support: Resources are available on campus for
student support. Please check the website at www.cua.edu.
Accommodations for students with disabilities: Any student who feels s/he may need
an accommodation based on the impact of a disability should contact the instructor
privately to discuss specific needs. Please contact Disability Support Services (at 202
319-5211, room 207 Pryzbyla Center) to coordinate reasonable accommodations for
3
students with documented disabilities. To read about the services and policies, please
visit the website: http://disabilitysupport.cua.edu
University Grades:
The University grading system is available at
http://policies.cua.edu/academicgrad/gradesfull.cfm#iii for graduate students.
Reports of grades in courses are available at the end of each term on
http://cardinalstation.cua.edu.
CLASS SCHEDULE
Week
1
Module
Overview
&
Values
Assignments
Resources:
*Textbook Readings
Cooper (2004): Chapter 1 Communication, Social Pluralism, & Universal
Morality
Dolgoff, Harrington, & Lowenberg (2012):
Chapter 1: Ethical Choices in the Helping Professions
Chapter 2: Values and Professional Ethics
Chapter 6: Value Neutrality and Imposing Values
*Media
1. NASW Code of Ethics: Visit the website and read the Code. Download
it for future reference.
2. Values Inventory: Complete Values Inventory. Plan to use the
feedback for DB question and for the Values section of your paper.
(http://www.lifevaluesinventory.org/)
3. Welcome video for class: Watch video.
4. Video on values: Watch video.
5. Video on framing dilemmas: Watch video.
6. Course Introduction PowerPoint
7. Values PowerPoint.
Discussion Boards:
1. Social Work Ethics
2. NASW Code of Ethics
Assessment:
1. Quiz 1: Values and Principles
2
World
Views &
Ethics
Resources:
*Textbook Readings
Cooper (2004):
Chapter 2 Moral Agents, Situational Control, & Professionalism
Chapter 3 Muddle, Drift, Banality, & Subectivism versus Morality
Chapter 6 Metaethical Search for Moral Rationality
Chapter 8 Consequentialist Theories versus Natural Rights Theory
Chapter 9 Nonconsequentialist Alternatives to Natural Rights Theory
*Articles
Jennings, B. et al. (1987). The public duties of the professions. The
Hastings Center Report, Special Supplement, pp. 1-20.
*Media
1. Ethics Overview: Visit website to become familiar with ethics
resources. University of San Diego, Ethics Matters:
http://ethics.sandiego.edu
2. Welcome Video Week 2: Watch video.
3. Video on Teleological Theories: Watch video.
4. Video on Deontological Theories: Watch video.
5. Video on Virtue Ethics: Watch video.
6. Ethical Theory PowerPoint
Discussion Boards:
1. Ethical Theories
2.Use of Theory in Ethical Decision Making
Assessment:
1. Quiz 2: Ethical Theories
3
Code of
Ethics &
Professionalism
Resources:
*Textbook Readings
Cooper (2004): Chapter 7 Moral Autonomy, Moral Theories, and
Applications
Dolgoff, Harrington, & Lowenberg:
Chapter 3 Guidelines for Ethical Decision Making: Concepts,
Approaches, and Values
Chapter 4 Guidelines for Ethical Decision Making: The Decision-Making
Process and Tools
*Articles:
Freud, S., & Krug, S. (2002). Beyond the Code of Ethics, Part I.
Complexities of ethical decision making in social work practice. Families
in Society, 83, 474-483.
StromGottfried, K. (2000). Ensuring ethical practice: An examination of
NASW Code Violations, 1986-97. Social Work, 45 (3), 251-262.
*Media
NASW Code of Ethics: Revisit the site and read the Code of Ethics
again.
IFSW Code of Ethics: Visit the site and read the IFSW Code:
http://ifsw.org/policies/statement-of-ethical-principles/
NASW Adjudication Process: Visit site and read about the adjudication
process. http://www.socialworkers.org/nasw/ethics/proceduresmanual.pdf
Welcome Video Week 3: Watch.
Video on NASW Code: Watch.
Video on IFSW Code: Watch.
Codes of Ethics PowerPoint.
Discussion Boards:
1. Codes of Ethics
2. Ethical Dilemmas
Assessment:
1. Quiz 3: Codes of Ethics
4
Ethical
Decision
Process
Model
Resources:
*Textbook Readings
Cooper (2004) Chapter 10 Theory of Implementation: The Best Means
Dolgoff, Harrington, & Lowenberg (2012): Review Chapters 3 & 4
* Articles
Applewhite, L. W. & Joseph, M. V. (l994). Confidentiality: Issues in
working with self- harming adolescents. Child and Adolescent Social Work
Journal, 11 (4), 279- 294.
Joseph, M. V. (1983). Ethical decision-making in clinical practice: a model
for ethical problem solving. In C. B. Germain (Ed.) Advances in clinical
practice. Silver Spring, Maryland: National Association of Social Workers,
pp. 207-217.
*Media
Welcome video week 4: Watch.
Video on model: Watch.
Ethical decision-making process model PowerPoint.
Discussion Boards:
1. Use of Models to Resolve Ethical Dilemmas
2. Ethical Models: Personal Values and Implication
Assignment:
1. Ethical Model Paper Part 1 DUE
Assessment:
1. Quiz 4: Ethical Decision Model
5
Social
Ethics
Resources:
*Textbook Readings
Dolgoff, Harrington, & Lowenberg (2012):
Chapter 9 Social Justice, Limited Resources, and Advocacy
Chapter 10 Organizational and Work Relationships
Chapter 13 Whose Responsibility are Professional Ethics?
*Articles
Beauchamp, T. L. & Childress, J. F. (2009). Chapter 6, Justice. In
Principles of biomedical ethics, pp. 240-287.
Morris, P. M. (2002). The capabilities perspective: A framework for
social justice. Families in Society: The Journal of Contemporary Human
Services, 83 (4), 365- 373.
Rai, G.S. (2015). Organizational justice and quality of working life: A road
that leads to a virtuous organization.
Reamer, F. G. (2000). The social work ethics audit: A risk management
strategy. Social Work, 45(4), 355-366.
Reamer, F. G. (2005). Documentation in social work: Evolving ethical and
risk-management standards. Social Work, 50(4), 325-334.
Scalera, N.R., & Portwood, S.G. (2003). Client violence against social
workers: From increased worker responsibility and administrative
mishmash to effective prevention policy. Administration in Social Work,
27(4), 41-59.
*Media
Welcome Video – Week 5
Video – Egalitarian Theory
Video – Utilitarian Theory
Video – Communitarian Theory
Video – Libertarian Theory
Video on Organizational Ethics
Video on Compassion Fatigue/ Burnout
Social Ethics: Global Issues & Human Rights & Justice Theories
PowerPoint
Organizational Context: Practice & Ethical considerations
Compassion Fatigue and Burnout: Responsibility to Self and Gency
responsibility to SWs Power Point
NASW Policy Statement on Self Care:
http://naswdc.org/nasw/memberlink/2009/supportfiles/ProfessionalSelfCare.pdf
Discussion Boards:
1. Human Rights
2. Social Justice Theories
3. Organizational Theories
Assessment:
1. Quiz 5: Justice Theories
6
Direct
Resources:
Service
Ethical
Dilemmas
I
*Textbook Readings
Cooper (2004)
Chapter 4 Descriptive Ethics: Cognitive and Moral Development
Chapter 5 The Role of Voice in Ethics, Gendered Interpretations of Morality
Dolgoff, Harrington, & Loewenberg (2012)
Chapter 5 Client Rights and Professional Expertise
Chapter 7 The Professional Relationship: Limits, Dilemmas, Problems
Chapter 8 Confidentiality, Informed Consent, and the Duty to Protect
*Articles
Brenner, E., Kindler, D., & Freundlich, M. (2010). Dual relationships in
child welfare practice: A framework for ethical decision-making. Children
and Youth Services Review, 32, 1437-1445.
Copeland, P., Dean, R. G., Wladowski, S. P. (2011). The power dynamics
of supervision: Ethical dilemmas. Smith College Studies in Social Work,
81, 26-40.
DeJulio, L. M., & Berkman, C. S. (2003). Nonsexual multiple role
relationships: Attitudes and behaviors of social workers. Ethics and
Behavior, 13 (1), 61-79.
Furlong, M.S. (2003). Self-determination and a critical perspective in
casework. Qualitative Social Work, 2(2), 177-196.
Geaulieu, N. L. (2006). Ethical and psychosocial issues raised by the
practice in cases of mistreatment of older adults. Journal of
Gerontological Social Work, 46(3/4), 161-170.
Mattison, D., Jayarantne, S., & Croxton, T. (2002). Client or former client?
Implications of ex-client definition on social work practice. Social Work.
41, 55- 64.
Manning, S. S., & Gaul, C.E. (1997). The ethics of informed consent: A
critical variable in the self-determination of health and mental health
clients. Social Work in Health Care, 25 (3), 103-117.
Mayer, L. (2005). Professional boundaries in dual relationships. Journal of
Social Work Values & Ethics. Retrieved from
www.socialworker.com/jswve
Palmer, N., & Kaufman, M. (2003). The ethics of informed consent:
Implications for multicultural practice. Journal of Ethnic and Cultural
Diversity in Social Work, 12 (1),1-26.
Reamer, F. G. (2003). Boundary issues in social work: Managing dual
relationships. Social Work, 48 (1), 121-134.
Reamer, F.G. (n.d.). Eye on ethics: Novel boundary challenges—Social
networking. Social Work Today.
http://www.socialworktoday.com/news/eoe_111309.shtml
Rothman, J. et al. (1996). Client self-determination and professional
intervention: striking a balance. Social Work, 41 (4), 396-405.
Rothman, J. (1989). Client self-determination: Untangling the knot.
Social Service Review, 63 (4), 598-612.
Starin, A. C. (2006). Clients role choices: Unexplored factors in
intervention decisions. Clinical Social Work Journal, 34 (1), 101-119.
Zayas, L. H., et al. (2005). Capacity to consent in psychiatric research:
Development and preliminary testing of a screening tool. Research on
Social Work Practice, 15 (6), 545-556.
*Media
Direct Service Situation I: Balancing Ethical Responsibilities Dual
Relationships/ Boundary Issues
Discussion Board:
1. Moral Development
2. Boundary Issues
3. Week 6 Peer Presentation Reflection
Assignment:
1. Ethical Model Paper Part 2 DUE
2. Week 6 Group Presentations (including presentation paper/ handout)
7
Direct
Service
Ethical
Dilemmas
II
Resources:
*Articles
Anderson, S. C., & Guyton, M. R. (2013). Ethics in an age of information
seekers: A survey of licensed healthcare providers about online social
networking. Journal of Technology in Human Services, 31, 112-128.
Bergeron, L. R., & Gray, B. (2003). Ethical dilemmas of reporting
suspected elder abuse. Social Work, 48 (1), 96-106.
Cole, P. L., (2012). You want me to do what? Ethical practice with
interdisciplinary collaborations. Journal of Social Work Values and
Ethics, 9(1), 26-39.
Huprich, S. et al. (2003). Divergent ethical perspectives on the duty-towarn principle with HIV patients. Ethics and Behavior, 13 (3), 263-279.
Judd, R. G. (2012). Ethical consequences of using social network sites for
students in professional social work programs. Journal of Social Work
Values and Ethics, 9(1), 5-13.
Linzer, N. (2006). Spirituality and ethics in long term care. Journal of
Religion and Spirituality in Social Work, 25 (1), 87-106.
Meer, D., & VandeCreek, L. (2002). Cultural considerations in release
of information. Ethics and Behavior, 12 (2), 143-157.
Reamer, F.G. (2005). Ethical and legal standards in social work:
Consistency and conflict. Families in Society, 86 (2), 163-169.
Reamer, F. G. (2013). Social work in a digital age: Ethical and risk
management challenges. Social Work, 58, 163-172.
Saxon, J. (2001). Confidentiality and social services. Social Services
Law Review (30), Retrieved from
http://www.sog.unc.edu/pubs/electronicversions/pdfs/sslb30.pdf
*Media
Direct Service Ethical Dilemmas II PowerPoint
Child welfare Information Gateway
Mandatory Reporting States Statutes
Duty to Warn
Duty to Warn State Statutes
Reporting Elder Abuse
Services related to Elder Abuse
Discussion Board:
1. Reporting
2. Duty to Warn
3. Week 7 Peer Presentation Reflection
Assignment:
1. Ethical Model Part 3 DUE
2. Week 7 Group Presentations (including presentation paper/ handout)
8
Rights of
Children
& Older
Adults
Resources:
*Textbook Readings
Dolgoff, Harrington, Loewenberg (2012). Chapter 12 Changing World,
Changing Dilemmas
*Articles
Gewirth, A. (2001). Confidentiality in Child Welfare Practice. Social
Service Review, 75 (3), 479-489. For examples of on-going ethics
dialogue, be sure to see responses by Reamer and Gewirth’s response to
Reamer in the same issue.
Herrmann, K. J. (1991). Social workers and the united nations convention
on the rights of the child. Social Work, 36 (1), 102-103.
Lev, S., & Ayalon, L. (2015). Running between the raindrops: The
obligation dilemma of the social worker in the nursing home. Helath &
Social Work, 40, 10-18.
Nelson-Becker, H., Ai, A. L., Hopp, F. P., McCormick, T. R., Schlueter, J.
O., & Camp, J. K. (2015). The British Journal of Social Work, 45, 104-119.
O’Donnell, P, Farrar, A, BrintzenhofeSzoc, K., Conrad, A, et al. (2008).
Predictors of ethical stress, moral action, and job satisfaction in health care
social work. Social Work and Health Care, 46 (3), 29-51.
Reamer, F. G. (2005). Update on confidentiality issues in practice with
children: Ethics risk management. Children and Schools, 27 (2), 117-120
*Media
Video – Nursing and Law Part 1
Video – Nursing and Law Part 2 Faculty Discussion
Video – Scenario 1 Nursing and Psychology Part 1
Video – Scenario 1 Nursing and Psychology Part 2 Faculty Discussion
Video – Scenario 2 Nursing and Social Work Part 1
Video – Scenario 2 Nursing and Social Work Part 2 Faculty Discussion
Rights of Children PowerPoint
Rights of Older Adults PowerPoint
Bioethics PowerPoint
Discussion Board:
1. Rights of Children
2. Rights of Older Adults
3. Bioethics
Assignment:
1. Final/ Completed Ethical Model Paper DUE
Running Head: ETHICAL DILEMMA
An Ethical Dilemma in Field Practice
Sandra Simon
SSS740D
Fall 2018
2
ETHICAL DILEMMA
An Ethical Dilemma in Field Practice
Ethical dilemmas are truly very prevalent in social work practice. As social workers we are faced
with difficult situations which necessitate a suitable course of action when faced with dilemmas. We are
required to be “continually aware of the profession’s mission, values, ethical principles, and ethical
standards and practice in a manner consistent with them” (Dolgoff, Harrington & Loewenberg 2012).
My effort today is to examine an ethical dilemma that was presented during my field placement. I will
discuss the practice setting identifying the organization and its mission; the practice situation,
highlighting who was involved in the specific situation and; finally, the ethical dilemma requiring
evaluation.
Practice Setting
The practice setting is Ridge Place Family Services (RPFS). RPFS is a small private provider of
services that include mental health skill building services. The facility provides mental health skillbuilding services that are designed to support individuals and communities in learning life-skills. This
facility also offers time-limited trainings and support that helps individuals in achieving and maintaining
community stability through teaching and reinforcement of independent living skills. The services
provided by the facility are in line with Person-Centered Model of therapy in which individual
participants are recognized based on their unique needs and how mental health impacts negatively on
their lives. The facility is also founded on the basic principle of dignity and worth of individuals which
align with the goals and values of social work. The facility also fosters the values of social work among
volunteers and social workers requiring every stakeholder to treat each other with the due respect and
maintain a sense of mindfulness of the value of diversity within the facility.
Ridge Place Family Services is a for profit organization, inputs of the facility like the human
resources includes staff, the internship students, volunteers, local community members and other partners
whose efforts help the facility in achieving its goals. Ninety percent of the facility finances are from
3
ETHICAL DILEMMA
Medicaid funds. Consequently, there are a myriad of guidelines that are mandated to protect the health
and safety of the individuals that the program serves. Social workers at RPFS are not only bound by the
organizations mission and Medicaid guidelines, but are required to uphold social work values and
principles.
Practice Situation
Working at Ridge Place Family Services helped to broaden my experience in providing services
to a wide array of individuals who are dual diagnosed with mental health challenges and intellectual
disability. One experience that stands out to me involved a family member who disclosed that she has
been putting cannabis in her son’s food. Her son is a minor who has chronic seizures and recent literature
has confirmed the positive effects cannabis has on minimizing seizure activities. She has no prescription
and is acquiring the substance via the mail. She further requests that staff store and administer the
narcotic-laced “sandwiches” to her son at lunchtime. The drug is not regulated, and she had very sketchy
ideas regarding dosage requirement. Ridge Place Family services policy requires all medication, be it
treatment or routine medication, to have a doctor’s order in conjunction with pharmaceutical guidelines
(person, drug, dosage, time, and route).
The mother who reports to be a single parent have been struggling for years to find a viable
solution to minimize her son’s seizure disorder. A vagus nerve stimulator (VNS) was implanted in her
son’s right chest. This devise can be activated using a magnet which interrupts an active seizure but does
not prevent seizure activities which can leave her son paralyzed from sheer exhaustion after an episode.
Since taking the cannabis oil, the frequency of seizure episodes had rescued from 6 or 7 per week to once
or twice every two weeks. While I can empathize with the mother’s plight in dealing with her son’s
seizure disorder, I was obligated as his case worker to perform my duties not only as a mandated reporter
for the agency, but also a social worker.
4
ETHICAL DILEMMA
The mother confided in me about her son’s “medication” for two reasons, she needed help and
she was certain that the information would remain confidential. Social workers are obligated by the
profession's NASW code of ethics which addresses the issue of privacy and confidentiality under the
social workers' ethical responsibilities to clients. Similarly, social workers are bound by mandated
reporting laws which require us to report any abuse of a child, elderly or disabled individual. Ergo, my
ethical dilemma, to report or not report to child protection services. The ethical standards to be
considered were 1.01 commitment to client vs 107 privacy and confidentiality. A social worker’s primary
responsibility is to protect the client (NASW, 2008). We are also required to “protect the confidentiality
of all information obtained in the course of professional service, except for compelling professional
reasons” (NASW, 2008).
My lack of exposure to the decision-making model which is “intended to provide a guide for
ethical decision making” (Joseph, 1983), seemed to cause my prolonged wavering between the two
options. On the one hand the positive results from the cannabis oil seems to work wonders with
minimizing my client’s seizure, however the long-term effects of this treatment are not known which puts
the client at risk. Consequently, reporting this information could damage the collaborative relationship
that was established in supporting her son. I was forced to “compare all the values and possible
alternatives to see if a clear decision emerges” (Cooper, 2004), and I ultimately made the decision to
report the information to the county case manager, CPS, and Licensure. Mom battled with everyone to
include the Governor of Virginia and ultimately receive a waver to administer the medication to her son.
She also receiving support from a Virginia Commonwealth University neurologist who wrote a letter
outlining the benefits and authorizing the use of the cannabis oil.
Conclusion
Ethical Dilemmas seems to be a standard part of social work proactive. Social workers
are forced to make decision that sometimes have no clear-cut solution. Understanding the decision-
ETHICAL DILEMMA
making process goes and implementing models as tools to guide our decision will go a long way in
assuring the best possible outcome when facing dilemmas. There were positive outcomes resulting from
my reporting the incident, however this is not always the case. For transparency, social workers should
make it clear to clients their reporting responsibility, so the clients will be forewarned that disclosed
information might not remain confidential.
5
6
ETHICAL DILEMMA
References
Cooper, D. (2004). Ethics for Professionals in a Multicultural World. Upper Saddle University:
Pearson Education.
Dolgoff, R., Harrington, D., & Loewenberg, F. M. (2012). Brooks/Cole Empowerment Series:
Ethical Decisions for Social Work Practice. Cengage Learning.
Joseph, M. V. (1983). Ethical decision-making in clinical practice: a model for ethical problem
solving. In C. B. Germain (Ed.) Advances in clinical practice. Silver Spring, Maryland:
National Association of Social Workers, pp. 207-217.
NASW, (2018). Code of Ethics. National Association of Social Workers. Washington DC.
Retrieved from https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-ofEthics-English
Purchase answer to see full
attachment