The Role of Ethical Theories in Decision Making by Social Workers

This study analyses the arguments provided by a convenience sample of 62 Israeli social workers for their preferred ethical principles in terms of ethical theories. Content analysis of arguments given in four different contexts shows that the large majority of social workers in the study based their arguments on either deontological or utilitarian ethical concepts, less frequently using concepts from virtue theory, rights theory and care theory of ethics. However, the analysis reveals a discrepancy: when social workers were requested to justify their rank ordering of ethical principles without reference to a specific practice situation, they most frequently preferred concepts reflecting deontological theory of ethics, such as right intention, universalism, and duty. In contrast, when confronted with a specific practice situation, the social workers' most frequently chosen concepts were relating to results, consequences, and utility, concepts identified with the utilitarian theory of ethics. In view of the findings, the need for more thorough knowledge of a variety of ethical theories and their potential role in ethical decision making in social work practice and education are discussed.     

Evaluation of Social Work Communication Skills to Allow People with Aphasia to be Part of the Decision Making Process in Healthcare

The purpose of this paper is to examine how social workers are trained to interact with individuals with communication barriers in healthcare. Consent to treatment and the right to decide upon a discharge destination are enshrined in law. However, barriers such as aphasia (a communication disorder commonly resulting from a stroke) can mask competency and exclude people from the decision making process. Social workers play a vital role in the healthcare system, providing advocacy, case management, counselling, addressing capacity and assessing the patient as a whole person. But they need to be taught specialized communication skills to carry out this complex role with individuals with aphasia. A literature search and survey of universities revealed that the majority of training in supported communication is taking place in the field and driven by aphasia centres. But does the training meet the needs of social workers and their patients with aphasia, especially when someone needs a healing conversation? Results from two pilot projects show that teaching a set of skills is not sufficient; adaptation of present communication techniques is also needed to ensure that the human worth and dignity of those with communication barriers is maintained and human rights in healthcare are being met.     

Navigating Ethical Challenges in Social Media: Social Work Student and Practitioner Perspectives

ABSTRACT

The portable, accessible nature of technology affords social workers opportunities to venture outside traditional service contexts by engaging in the virtual realm. This qualitative article uses two small-scale exploratory case studies to investigate the concept of ethical challenges in online peer networking and blogging by a social work student and social work practitioner. The article seeks to address the opportunities for and complexities of navigating technology and social media, while also emphasising the need for social workers to acquire a range of skills and competencies, and use well-established frameworks to engage in ethical online practice.     

Virtue Ethics for Social Work: A New Pedagogy for Practical Reasoning

Virtue ethics has begun to regain popularity among philosophers, and recent commentators have expressed enthusiasm vis-à-vis its appropriateness and strengths in the task of practising ethically in social work. Notwithstanding this growing interest in adopting virtue ethics frameworks, some difficulties arise when the question of how to develop social work virtues is posed. By examining the concept of reflective practice, and building from the work of Alasdair MacIntyre, this article explores how practical reasoning as a collective activity can help social work students in their moral development by developing and nurturing appropriate virtues for social work. A combination of Socratic dialogue activities, lectures and seminar work is highlighted as a potential pedagogical approach to teaching ethics and values on an undergraduate social work module at Coventry University. The approach is then appraised in the light of a set of module evaluation questionnaires distributed to students who undertook the module during the academic year 2006–2007.     

Social Media and Social Work: The Challenges of a New Ethical Space

ABSTRACT

Social media and other online technologies have transformed communication between social workers and service users, with many practitioners engaging and working with clients through social networking sites. While there are numerous ethical issues associated with online practice related to con?dentiality, dual relationships, and boundary crossing, there is lack of clarity about how to deal with such issues. This article uses a case example to develop a nuanced understanding of ethical issues and ethical behaviour in online spaces. We argue that social workers need to link their knowledge of the complex interplay between discourses that underpin daily practice like those related to power, permanency, authorship, audience, embodiment, and professionalism to social media created spaces. In doing this, social workers must retain their commitment to ethical values and critical reflective practice. We conclude with recommendations for education, research, and practice.     

Teaching the Child Perspective in Social Work Education: Ethical Principles and Classroom Strategies

Aimed at graduate and undergraduate social work instructors, this article identifies the problem of inadequate attention to children in social work education in the US. The authors argue that social work ethics require social work educators to address children as a vulnerable population. They argue that children will be more central in social work education if instructors adopt a child perspective defined by three knowledge categories, development, well‐being and hope, that serve as reference points in teaching. A triangular strategy of position, attitude and action is provided to guide the day‐to‐day use of a child perspective in the classroom. The authors examine sources of the problem, describe its effects on students' education and future practice and provide classroom examples and teaching techniques.     

Raising the Titanic: Rescuing Social Work Documentation from the Sea of Ethical Risk

Abstract

One of the most contentious issues in social work practice concerns what should be written about people who access social work services, how comprehensively, and in what format social work assessments, interventions, and outcomes should be documented. The present paper describes a structured approach linked to an action research project that was undertaken by hospital-based social workers to identify and minimise problems associated with documentation in the medical record. The Social Work Ethics Audit provided social work staff with a risk-management tool that highlighted documentation as a key area of ethical risk. Through a process of evaluating existing recording practices, social workers were able to meet the challenge of improving social work recording in medical records, returning it to its proper place as a vital component of clinical and ethical practice rather than an administrative task submerged beneath competing priorities. It was anticipated that the social work documentation proforma that resulted from the ethics audit process would have applicability in other health care settings.     

Backing Australia's Future: Teaching and Learning in Social Work

Abstract

It is universally expected that universities will strive for quality in teaching and learning. Over the past 25 years, massive changes to higher education have impacted on these institutions. We now have a mass higher education system, a knowledge-based economy, increased technology, and the internationalization of education accompanied by increased student enrolments and political expectations of enhanced graduate outcome measures. These changes pose challenges to developing, updating, and improving the quality of teaching and learning. This new policy environment confronts social work educators as they determine how best to deliver quality professional education. The present paper discusses the concepts underpinning the Australian government's paper Our Universities: Backing Australia's Future as a background to exploring the tensions arising in current professional expectations and criteria for social work programs as they make the transition from old to new paradigms in classroom teaching and field education.     

Law in Social Work Education: Reviewing the Evidence on Teaching,Learning and Assessment

This paper presents the findings from a systemic review of knowledge relating to current practice in the teaching, learning and assessment of law in social work education. The research comprised an internationally conducted systematic review of the literature, together with a survey of current education practice in the four countries of the UK. Two consultation events sought the views of a range of stakeholders, including the perspectives of service users and carers. Set in the context of debates about the relationship between law and social work practice, this paper identifies the common themes emerging from the review and offers an analysis of key findings, together with priorities for future directions in education practice.     

Professional Relationship Boundaries: A Social Work Teaching Module

Social workers are often challenged by the complex and ever‐changing dynamics within their relationships with clients, and struggle to find ethical responses within professional boundary grey zones where boundaries with clients can be difficult to identify, yet easy to cross. Social work educators attempt to prepare students for these complex situations, yet in the United States research reveals rates of social work boundary violations that lead one to question the efficacy of social work ethics education. This article describes the educational competencies and instructional strategies that comprise an adaptable course module which was developed in response to this challenge, and intended to increase students' self‐awareness, motivation and professional judgment‐making abilities related to their professional boundaries. The educational competencies for this course include the abilities to: identify boundary violations, apply critical thinking skills to complex professional relationship contexts, increase awareness of self and other, and initiate prevention strategies. In contrast to traditional approaches to education, this article describes instructional strategies that are based on adult‐learning principles, which have the purpose of effectively and creatively teaching topic areas in such a way as to produce behavioural change. These course topic areas include a ‘Professional Relationship Boundaries Continuum’ conceptual framework, boundary violation impacts, personal boundary vulnerabilities, blurring boundary indicators, and risk‐minimizing strategies.     

Online Teaching in Social Work Education: Understanding the Challenges

There is a rapidly growing industry of online learning and distance education programs at the Master of Social Work and Bachelor of Social Work levels both within Australia and globally. A number of best practices have emerged from the literature that warrant consideration when delivering social work programs in online learning and distance education modes. Given the significant advancements in technology that are likely to continue into the next decades, social work academic leaders and accrediting bodies must be prepared to address the changing landscape of higher education, including limited financial resources. Social work academics need to become aware and implement best practices in online learning and distance education e-teaching environments to ensure positive student outcomes, student retention, and student engagement to meet the flexibility needs of students in higher education settings. The purpose of this paper is to identify and discuss the challenges and benefits of distance education and online learning for consideration when providing a social work program in these delivery models.

IMPLICATIONS

• Given the significant advancements in technology that are likely to continue into the next decades, social work academic leaders and accrediting bodies must be prepared to address the changing landscape of higher education.

• Social work academics need to become aware and implement best practices in the distance education and online teaching environment to ensure positive student outcomes, student retention, and student engagement to meet the flexibility needs of students in higher education settings.

     

Children and Families’ Involvement in Social Work Decision Making

This review summarises the research literature on children’s and parents’ involvement in social work decision making, which is regarded, in policy terms, as increasingly important. In practice, however, it tends to be messy, difficult and compromised. Different individuals or groups may have different understandings of participation and related concepts, while differences of age and disability also mediate effective user engagement. The literature highlights common themes in effective participatory practice with both children and their parents. Central to this are the establishment of relationships of trust and respect, clear communication and information and appropriate support to participate.     

Preparing Social Work Graduates for Digital Practice: Ethical Pedagogies for Effective Learning

ABSTRACT

Debate has arisen in social work about the value of online education, with proponents providing examples of innovative approaches to online teaching and those against it citing the need for face-to-face interactions to suitably teach and assess social work skills. At the same time, social workers are increasingly making use of social media, websites, online databases, email, and text messaging services for work with clients. Consequently, social workers must be adequately prepared to make use of online technologies in their practice. Drawing on examples of online interactive activities used at two regional universities and informed by Chi’s conceptual framework of cognitive processes of learning, this article argues that learning via information and communications technology (ICT) helps prepare graduates for emerging digital practice and should be an integral part of social work education. Further, ICT enables educators to monitor the levels and quality of student rehearsal of practice skills and knowledge in interactive learning experiences helping promote competent practice, grounded in social work values.     

Spirituality in Social Work Education: A Development and Discussion of Goals that Flow from the Profession's Ethical Mandates

Growing interest in incorporating spirituality into curriculum content exists. Little consideration, however, has occurred regarding the purpose or goals of this content. Building upon the profession's ethical mandates, this paper develops two intertwined objectives that should inform content: understanding spiritual diversity and the discrimination subordinate faiths encounter in the dominant mainstream culture. Theories are reviewed and empirical data are cited that provide a context for understanding, and illustrate the need to address, the issues of spiritual diversity and discrimination. In effect, this material is based upon the same widely used template that informs social work content in other areas of diversity—namely that a difference in worldviews in conjunction with a power differential fosters bias toward subordinate worldviews. It is suggested that the profession's ethics require the adoption of the same basic template in the area of spiritual diversity as is used in other areas of diversity.     

Teaching Clinical Social Work Skills Entirely Online: A Case Example

While numerous disciplines have eagerly embraced innovative educational technology, many social work educators have not been among early adopters. Social work's focus on the human connection and hands‐on practice skills can seem antithetical to technology‐mediated education. Nevertheless, social work programs are implementing distance learning and Internet‐mediated courses, and some schools are offering entire social work courses online. Leading the way in this regard is the Florida State University College of Social Work, which has developed and implemented the first CSWE‐accredited, entirely online Master of Social Work program. The purpose of this paper is to describe the development, design, and implementation of one skills‐based clinical course in this program, with the goal of sharing information in a way that will further the discussion of the risks and benefits of online education as well as provide guidance for educators who may be interested in developing a skills‐based online course in the future.     

Social Work Sense and Sensibility: A Framework for Teaching an Integrated Perspective

The divisions between ‘micro practice’ and ‘macro practice’ are often traced to historical splits between the originating strands of the social work profession. These splits have been reified in social work education and in institutional settings that largely focus on particular aspects of practice. We argue that this split has been overly polarized and, more importantly, disregards the science and ethics of social work—what we call the sense and sensibility of the profession. Science requires that we recognize the complexity of human activity; ethics require that we alleviate individual suffering and work to attack its root causes. Social work sense and sensibility interweave expectations that practice, policy, theory and research understandings must all be informed by, and inform, ethical social work practice. This bridging framework can help educators respond to calls for connecting all levels and types of social work practice.     

Reporting Suspected Child Maltreatment: Educating Social Work Students in Decision Making and Maintaining the Relationship

ABSTRACT

As future mandated reporters, social work students face the dual challenge of rendering accurate reporting decisions while concurrently maintaining the therapeutic relationship in an effort to decrease future child abuse and neglect. To address the paucity of training in this regard, 42 bachelor of social work (n=18) and master of social work (n=24) students participated in a workshop focused on decision making and the therapeutic relationship in mandatory reporting of child abuse and neglect. Participants were given a case vignette and responded in writing to structured questions. Two patterns emerged from the qualitative analysis: factors that centered on the case and those that centered on the social worker. Implications for social work education are suggested.     

Social Work and Drug Use Teaching: A Personal View from Lancaster University

This article offers a personal view about teaching the module ‘Social Work and Drug Use’ at a university in the North West of England, UK. It describes the establishment of the module and the development of the module content over the years. It discusses the nature of teaching the subject within a research focused establishment and the problems this presents. This is all contextualized within the campaign to have social work and drug use as a compulsory part of the national social work curriculum.     

Reclaiming Our Agency in Academia: Engaging in the Scholarship of Teaching in Social Work

In this paper, I argue that as academics we need to engage in self reflection on our own practice as educators. Among many things, this means looking at ourselves and challenging our own unhelpful arguments that work to rob us of our agency in terms of our scholarship. While beginning with an acknowledgement of broader realities, such as neoliberal agendas, that impact on our experiences of tenure and promotion, I wish to push the discussion further by arguing that one form of resistance to these unjust conditions is to reclaim our agency by revaluing our practice as educators.

Hence, this paper begins with a challenge to some of our unhelpful arguments and proceeds to a discussion of several ideas that could be helpful in furthering our scholarship within a climate where quantity supersedes quality and where ‘productivity’ is the defining feature of success. My hope in writing this article is to offer my reflections and experiences as a way for other young academics to enhance their own scholarship. As such, this paper discusses the importance of writing for publication from an untenured academic's point of view and provides ideas that could assist specifically in engaging in the scholarship of teaching.     

Small Voices: Children's Rights and Representation in Social Work Research

The persons who are social work's constituencies are typically disenfranchised and excluded. This is particularly the case with children whose voices are routinely suppressed. This paper outlines why Children's Article 12 Rights under the UN Convention on the Rights of the Child to express their views on all matters concerning them should also apply to social work research. The ethical issues around research with children are explored and a number of different research methods are outlined in order to offer a starting point for social workers wishing to place children's viewpoints and voices at the centre of their research.