Ethical Decision

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I need help with my paper. It is a 4 part project with part 1 already completed and attached. Part 2 is what I need help with now but have attached the entire assignment so you can get an overall picture of what the entire project looks like.

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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
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Running Head: ETHICAL DILEMMA IN SOCIAL WORK

Ethical Dilemma in Social Work
Literature Review
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Introduction
In the context of social work, ethical conduct is essential and vital, yet sometimes they
are complex and require the practical and well-informed practice of moral and ethical behavior.
Social workers must often act quickly and effectively in the event of an ethical dilemma,
particularly when the result of the dilemma may have a profound impact on both the client and
the general practice. It is essential for social workers to have the necessary and required
knowledge on how to deal with moral dilemmas whenever they encounter them in the context of
their practice. Social workers must understand the social work profession’s standards of practice
to be able to deal with such moral dilemmas whenever they encounter them within the context of
their social work practice.
Review of literatures
Many studies have been conducted in line with social work ethics including the moral
and ethical dilemmas that social workers encounter on their day to day practice as well as how
they can handle such ethical dilemmas. On the same note, many studies have also been
conducted in regards to social work ethical standards and how social workers should conduct
themselves to preserve their relationships with their clients at the same time ensuring that they
align their behavior with the standards of practice. In the context of social work, the ethical
dilemma is a situation in which two or more professionally identified values conflict. The
National Association of Social Workers (NASW) Code of ethics highlights these fundamental
values that include dignity, service, integrity and competence, social justice, the importance of
the human relationship, confidentiality, and dignity and worth of the person. Social workers
must, therefore, align their behavior with these social work values.

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Brenner, Kindler, and Freundlich (2010), in their study, “Dual relationships in child
welfare practice: A framework for ethical decision making” provides a guideline for ethical
decision making in regards to maintaining the social relationship between the child and social
worker. In this study, Brenner, Kindler, and Freundlich (2010) hold that breaching the child’s
confidentiality in the context of providing care may impact their trust moving forward. In other
words, it is essential for social workers to maintain a productive relationship with the child while
at the same time ensuring that the professional standards of practice are maintained as well. In
the study, Brenner, Kindler, and Freundlich (2010) argue that although the information shared
between the social worker and their clients should remain confidential, certain situations may
occur that requires the social worker to disclose client information to the third party. Sometimes
the information shared with the social worker about the minor may be confidential; it is
sometimes difficult and painful disclosing the information although they are required to disclose
this information to the department of social service or law enforcement.
Ethical decision making in social work requires a social worker to align his or her social
work ethics with the standards of social work practice. Robison and Reeser (2000) in their study
termed “ethical decision making in social work” contends to the fact that ethics is fundamental in
social work. In their study, they argue that maintaining an effective relationship with the client
requires the social worker to effectively establish a clear line of relationship between him/her
with the client. Confidentiality should be fundamental in this case to allow the client to develop a
healthy relationship with the social worker. Social workers, in other words, should take steps to
protect clients while at the same time ensuring that they maintain a clear and appropriate
relationship that does not hinder the provision of care with the social work environment.

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Robison and Reeser (2000) argue that a social worker has the professional duty and
obligation to ensure that the client is served competently. In the case of a minor client, the social
worker must ensure that there is no any incidence of conflict of interest in the provision of any
service to the client as this would hinder the adequate provision of social work service to the
client in question. Social workers are thus required to maintain a professional duty to serve the
clients professionally without any incidence of conflict.
Copeland, Dean, and Wladkowski (2011) discusses ethical dilemmas in supervision and
contends to the fact that moral dilemmas are sometimes challenging within the practice setting.
In the article, Copeland, Dean, and Wladkowski (2011) challenges the general abuse of power
within the context of exercising the authority by the supervisors. In other words, ethics and moral
judgment should overrun all the ethical dilemmas since the situation may have a profound impact
on both the client and the general practice. Dean and Wladkowski (2011) therefore argue that
social workers within any given context should always ensure they fulfill the legal and
professional responsibilities within the social work practice. The responsibilities of the
supervisors, for example, are clearly defined according to the state law, and this means that the
supervisor must see to it that his conducts with the client are that which are outlined within their
professional codes of practice.
Manning and Gaul (1997) in their study, “The ethics of informed consent: A critical
variable in the self-determination of health and mental health clients,” argue that informed
consent is a critical variable in social work ethics. The consent of the client is an essential
consideration in dealing with clients within the social work context. It has become a stringent
requirement in the past years, and the social worker must consider the consent of his/her client
while giving care to the client. However, there has been an emphasis on legal requirement rather

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than the true participation of the client. In this article, Manning and Gaul (1997) conducted an indepth analysis of the concept of informed consent in regards self-determination in practice.
Social workers in this context should always consult the NASW code of ethics before making
any determination within the social practice setting.
In the study by Congress (2017) concerning what social workers should know about
social work ethics, there is a general agreement that recognizing ethical issues and dilemmas that
arise in the professional social work practice is critical for social workers. In the article,
Congress (2017) argue that the social work profession has always been value-based and that
ethical practice has long been an increasing area of interest. In his study, Congress (2017) argue
that NASW Code of ethics provides a standard of ethical practice allowing social workers to
make moral decisions that are in line with the standards of practice. One area that Congress
(2017) has dealt on...


Anonymous
Excellent resource! Really helped me get the gist of things.

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