The National Association of Social Workers (NASW) Code of Ethics
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Professional Ethics: Responsible Practice in the Professions
Society for Ethics Across the Curriculum 13th International Conference on Ethics Across the Curriculum Professional Ethics: Responsible Practice in the Professions Saint Louis, Missouri November 3 – 5, 2011 Directors Donna J. Werner (St. Louis Community College) Jeanne Sokolec (Loyola University Chicago) Society for Ethics Across the Curriculum The purpose of the Society for Ethics Across the Curriculum is to stimulate scholarship on ethics and the teaching of ethics in all academic disciplines and to afford an opportunity for the exchange of research. President Dan Wueste (Clemson University) Executive Committee: Doug Chismar (Ringling College of Art and Design) Deborah Mower (Youngstown State University) Lisa Newton (Fairfield University) Wade Robison (Rochester Institute of Technology) Stephen Satris (Clemson University) Stephen Scales (Towson University) Jeanne Sokolec (Loyola University Chicago) Kelly Smith (Clemson University) Secretary-Treasurer Donna Werner (St Louis Community College) Editors of Teaching Ethics Elaine Englehardt (Utah Valley University) & Michael Pritchard (Western Michigan University) Special thanks to the following institutions for their generous support of SEAC: Dr. James Dale Ethics Center, Youngstown State University Center for the Study of Ethics, Utah Valley University Ezra A. Hale Chair in Applied Ethics, Rochester Institute of Technology Robert J. Rutland Institute for Ethics, Clemson University Program in Applied Ethics, Fairfield University Center for the Study of Ethics in Society, Western Michigan University Young Harris College Georgia Military College Special thanks to the following individuals for their generous support of the 2011 conference: Ellen Harshman, Dean of the John Cook School of Business at Saint Louis University Donna Dare, Vice Chancellor for Academic and Student Affairs, St. -
War Rights and Military Virtues: a Philosophical Re-Appraisal of Just War Theory
The University of Notre Dame Australia ResearchOnline@ND Theses 2014 War rights and military virtues: A philosophical re-appraisal of Just War Theory Matthew T. Beard University of Notre Dame Australia Follow this and additional works at: https://researchonline.nd.edu.au/theses Part of the Philosophy Commons COMMONWEALTH OF AUSTRALIA Copyright Regulations 1969 WARNING The material in this communication may be subject to copyright under the Act. Any further copying or communication of this material by you may be the subject of copyright protection under the Act. Do not remove this notice. Publication Details Beard, M. T. (2014). War rights and military virtues: A philosophical re-appraisal of Just War Theory (Doctor of Philosophy (PhD)). University of Notre Dame Australia. https://researchonline.nd.edu.au/theses/96 This dissertation/thesis is brought to you by ResearchOnline@ND. It has been accepted for inclusion in Theses by an authorized administrator of ResearchOnline@ND. For more information, please contact [email protected]. War Rights and Military Virtues A Philosophical Re-appraisal of Just War Theory Doctoral Thesis Prepared by Matthew T. Beard School of Philosophy and Theology University of Notre Dame, Australia Supervised by Christian Enemark and Hayden Ramsay Supported by The Morris Research Scholarship Declaration I, Matthew Thomas Beard, declare that this PhD thesis, entitled War Rights and Military Virtues: A Philosophical Re-appraisal of Just War Theory is no more than 100,000 words exclusive of title pages, table of contents, acknowledgements, list of figures, reference list, and footnotes. The thesis is my own original work, prepared for the specific and unique purposes of this academic degree and has not been submitted in whole or part for the awarding of any other academic degree at any institution. -
Altruism–Self-Interest Archetypes
Altruism–Self-Interest Archetypes: A Paradigmatic Narrative of Counseling The Professional Counselor VolumeVolume 3, Issue 3, Issue 2, Pages 2, Pages 54–66 – Professionals http://tpcjournal.nbcc.org http://tpcjournal.nbcc.org © 2013 NBCC, Inc. and Affiliates doi:10.15241/svf.3.2.54 Stephen V. Flynn Linda L. Black The quality of the therapeutic relationship and the personal characteristics of professional counselors are key determinants of positive counseling outcomes and decision making, and they are believed to be influenced by conscious and unconscious processes. Beliefs about the unconscious nature of altruism and self-interest among 25 mental health professionals were examined through a paradigmatic narrative analysis. Data from 19 semi-structured individual interviews, one focus group, 19 artifacts and participant member checks were subjected to a secondary qualitative analysis. The results of the analysis generated three salient archetypes representative of the altruism–self-interest dynamic: exocentric altruist, endocentric altruist, and psychological egoist. Keywords: professional counselors, altruism, self-interest, archetype, qualitative, paradigmatic narrative analysis The constructs altruism and self-interest have long been described in dichotomous terms and as the sole motivators of human behavior (Holmes, Miller, & Lerner, 2002; Simpson, Irwin, & Lawrence, 2006). In 1851, Comte defined the term altruism as “self-sacrifice for the benefit of others” (1875/2001, p. 565). More than a century later, Sober (1993) defined self-interest as “the sole fixation on gaining pleasure and avoiding pain.” Because these two constructs typically have been associated with individuals’ actions and viewed through a polarized lens, there is a dearth of research examining the unified and unconscious nature of both altruism and self- interest (Bishop, 2000). -
Introduction: Social Work and Philosophy
The Journal of Sociology & Social Welfare Volume 18 Issue 4 December Article 2 December 1991 Introduction: Social Work and Philosophy Roberta Wells Imre Follow this and additional works at: https://scholarworks.wmich.edu/jssw Part of the Philosophy Commons, and the Social Work Commons Recommended Citation Imre, Roberta Wells (1991) "Introduction: Social Work and Philosophy," The Journal of Sociology & Social Welfare: Vol. 18 : Iss. 4 , Article 2. Available at: https://scholarworks.wmich.edu/jssw/vol18/iss4/2 This Article is brought to you by the Western Michigan University School of Social Work. For more information, please contact [email protected]. Introduction: Social Work and Philosophy ROBERTA WELLS IMRE, COORDINATOR Study Group for Philosophical Issues in Social Work A journal issue unequivocally about philosophical concerns in social work is evidence of the recent progress we have made in the profession in recognizing the importance of philosoph- ical commitments in social work activities. Awareness of the presence of these commitments and dissatisfaction with conven- tional social work resources for addressing them led to the or- ganization of the Study Group for Philosophical Issues in 1985. The papers presented here have been contributed by members of this group, which is open to anyone interested in joining the conversation. Social work has always been a complex profession. Through- out its history awareness of human need has consistently exceeded available resources for providing help. Modern man- ifestations of this dilemma can be seen in the suffering of the homeless and the mentally ill on our streets and in other public places, in the pain of neglected and abused children, and in the distress of so many other people in trouble of one kind or an- other. -
Professional Ethics 1.9
CANDIDATE GUIDE PROFESSIONAL ETHICS OUTCOME 8 T ABLE OF CONTENTS PAGE NO. CANDIDATE INFORMATION 4 COMPETENCY STANDARD REQUIREMENTS 5 KEYS TO ICONS 6 GENERAL GUIDELINES 7 CANDIDATE SUPPORT 9 SECTION 1: AN INTRODUCTION TO THE CONCEPT OF ETHICS AND 10 ETHICAL BEHAVIOUR 1.1. What are Ethics? 1.2. Value Systems 1.3. A Brief History of Ethics 1.4. Ethics Definitions 1.5. Key Concepts 1.6. Ethics Alarms 1.7. Importance of Ethical Conduct in Business 1.8. Professional Ethics 1.9. Ethical Issues Facing Engineers 1.10. Code of Ethics 1.11. SAIMechE‟s Code of Conduct INITIAL TEST 2 SECTION 2: PRACTICAL ETHICAL DECISION MAKING MODEL AS 37 PER THE ASSESSMENT CRITERIA 2.1. Introduction 2.2. Steps in Ethical Decision Making STEP 1: Define the Ethical Problem STEP 2: Identify Affected Parties STEP 3: Explore Optional Solutions STEP 4: Evaluate Solutions STEP 5: Select and Justify a Solution ASSESSMENT TEST SECTION 3: GENERIC GUIDELINES: LEARNING OUTCOMES AND 57 ASSESSMENT CRITERIA ARE THE GUIDING PRINCIPLES OF PROFESSIONAL PRACTICE APPENDICES 59 REFERENCES 70 RECORDING OF REPORTS 73 ASSESSMENT PROCESS 74 3 CANDIDATE INFORMATION Details Please Complete details Name of candidate Name of supervisor Work Unit Name of mentor Date started Date of completion & Assessment 4 COMPETENCY STANDARD REQUIREMENTS (Direct extract from SAIMechE‟s Standard of Professional Competency (SPC)) LEARNING OUTCOME 8 Conduct his or her engineering activities ethically. Assessment Criteria: The candidate is expected to be sensitive to ethical issues and adopt a systematic approach to resolving these issues, typified by: 1. Identify the central ethical problem; 2. -
Social Work Practice and Social Science History
Social Work &SOCIAL Social Sciences WORK Review PRACTICE 15(1) AND2011 pp.5-27.SOCIAL DOI:SCIENCE 10.1921/095352211X604291 HISTORY Social work practice and social science history Edgar Marthinsen1 Abstract: Social work may be regarded as a product of the Enlightment together with other social sciences. The ontological shift from religious perspectives to a secularly based responsibility that opens up for political as well as individual action is regarded as a baseline for modern social work. Social work itself has struggled to develop an academic identity and a sustainable social fi eld within the social sciences. Social work has historically experienced a gap between research and practice, relating to social sciences and other subjects as part of its teaching without a fi rm scientifi c foundation for social works own practice. If social work earlier developed related to ideas of welfare and social policy in practice it may now be moving in a new direction towards more than being based on scientifi c development within its own fi eld. Over the last decades the need for scientifi c development within social work has strengthened its relation to research and social science. There seems to be arguments to support that social work is moving with research in directions which may be regarded as an epistemological turn based on understanding of knowledge production as well as a linguistic turn where the construction of meaning enhance the importance of regarding different lifeworlds and worldviews as basis for claiming some egalitarian positions for different positions as clients as well as researchers and practitioners. -
Is Bioethics a Profession? Craig M
Online Journal of Health Ethics Volume 5 | Issue 2 Article 6 Is Bioethics A Profession? Craig M. Klugman Ph.D. University of Nevada Reno, [email protected] Follow this and additional works at: http://aquila.usm.edu/ojhe Recommended Citation Klugman, C. M. (2008). Is Bioethics A Profession?. Online Journal of Health Ethics, 5(2). http://dx.doi.org/10.18785/ojhe.0502.06 This Article is brought to you for free and open access by The Aquila Digital Community. It has been accepted for inclusion in Online Journal of Health Ethics by an authorized administrator of The Aquila Digital Community. For more information, please contact [email protected]. Running head: BIOETHICS 1 Is Bioethics A Profession? Craig M. Klugman, Ph.D. Associate Professor of Bioethics and Medical Humanities University of Nevada Reno [email protected] Abstract The development of an occupation into a profession is an historical process that concerns power, jurisdiction, social contracts, and economic interests. Sociological theories of professionalization view these developments through perspectives of superior work, pay for performance, historical processes, jurisdictional disputes, struggles of social and economic power, and virtues. This essay explores these theories and examines the field of bioethics through each of these lenses looking at such issues amateur versus professional, education, professional organizations, specialized knowledge, code of ethics, jurisdiction, work sites, work focus, research, socialization, professional autonomy, licensure, legislation, and prestige. Bioethics is seen as falling in the middle of Goode’s “profession continuum.” While bioethics has adopted some of the necessary characteristics of a profession, having those elements is not a sufficient condition to being a profession. -
Strengths-Based Approach in Social Work: a Distinct Ethical Advantage
International Journal of Innovation, Creativity and Change. www.ijicc.net Volume 3, Issue 2, November, 2017 Strengths-Based Approach in Social Work: A distinct ethical advantage Venkat Pulla , Australian Catholic University [email protected] The author believes that social work and human services professionals can see great outcomes when they work with the inherent strengths of individuals, family groups and organisations. Whenever we assist people in their recovery and their empowerment, our commitment to build on these inherent strengths goes a long way. In all humility this is about a way of asking the client three simple but pertinent questions: ‘What has worked for you before? What does not work for you? And what might work in the present situation for you?’ These three questions will allow facilitators and clients to make important changes in the processes and goals of engagement that will see through a variety of changes; as workers we are often wonderstruck as, with every change, clients seem to blossom. People pick up their bits and pieces and reconstruct hope for the future. In this paper the author will describe this approach in social work and expand on its assumptions and its core elements. Key words: Resilience, Strengths-based Practice, Strengths approach, Social Work, Empowerment 97 International Journal of Innovation, Creativity and Change. www.ijicc.net Volume 3, Issue 2, November, 2017 Introduction It is important at the outset to discuss the scope and objectives of this paper. In this paper, I intend focusing on the inherent strengths of individuals, families groups and organisations and how social work and human services professionals can utilise them to aid people’s recovery and empowerment (Pulla, 2013). -
PROFESSIONAL ETHICS PROFESSIONAL ETHICS Ethics Is
PROFESSIONAL ETHICS The central question of Ethics: “what ought one to do?” In seeking to answer this question we are left with some enduring truths…. • Ethics is about relationships • It’s about struggling to develop a well-informed conscience • It’s about being true to the idea of who we are and what we stand for • It’s about having the courage to explore difficult questions • It’s about accepting the cost • PROFESSIONAL ETHICS Ethics is a matter of practical concern. Plato records Socrates as having asked the fundamental question of ethics, “What ought one do?” • Whenever one seeks to answer that question then one is operating in the ethical dimension. • There are a number of things that should be noted about this question. • The first thing to note relates to what Socrates did not ask! • Socrates did not begin by asking questions such as, “What is good, what is evil?” or, “What is right, what is wrong?” rather, he asked an immensely practical question that confronts people whenever they have a decision to make, whenever they are in a position to exercise their capacity to choose. • PROFESSIONAL ETHICS Our aim is to make you unconsciously competent when confronted with a choice to be either ethical or unethical. • Many professionals find it difficult to accept the generality of Socrates’ question as they often operate under what they call a code of ethics. • The difficulty arises because much of what is placed within such a code is better understood as rules of professional conduct; including rules of etiquette, rules to regulate competition and so on. -
Virtue and Advice: Socratic Perspectives on Lawyer Independence and Moral Counseling of Clients
Texas A&M Law Review Volume 1 Issue 1 2013 Virtue and Advice: Socratic Perspectives on Lawyer Independence and Moral Counseling of Clients Michael S. McGinniss Follow this and additional works at: https://scholarship.law.tamu.edu/lawreview Part of the Law Commons Recommended Citation Michael S. McGinniss, Virtue and Advice: Socratic Perspectives on Lawyer Independence and Moral Counseling of Clients, 1 Tex. A&M L. Rev. 1 (2013). Available at: https://doi.org/10.37419/LR.V1.I1.1 This Article is brought to you for free and open access by Texas A&M Law Scholarship. It has been accepted for inclusion in Texas A&M Law Review by an authorized editor of Texas A&M Law Scholarship. For more information, please contact [email protected]. ARTICLES VIRTUE AND ADVICE: SOCRATIC PERSPECTIVES ON LAWYER INDEPENDENCE AND MORAL COUNSELING OF CLIENTS By: Michael S. McGinniss† ABSTRACT This Article examines the ethical and moral responsibilities of lawyers in their role as advisors to clients, with continual reference to the Greek philoso- pher Socrates.* Although Socrates was not a lawyer, he was an “advisor,” who lived a life committed to engaging in dialogue about virtue and its mean- ing and, at times, about the law and one’s duties in relation to the law. Ac- cording to Rule 2.1 of the ABA Model Rules of Professional Conduct, when representing clients and acting as advisors, lawyers are expected to “exercise independent professional judgment” and “render candid advice,” which in- cludes authority to counsel clients on moral considerations relevant to their legal situation. -
Teaching Philosophy
TEACHING PHILOSOPHY My pedagogical approach is based on the social work principles of empowerment and praxis. I use a collaborative learning and teaching approach in the classroom that brings to life the social work theories and practice skills. Modeling community practice skills, I create a classroom environment that builds upon existing student knowledge, experiences, and intersecting social identities to support and challenge students to push their learning edges, fostering the development of critical thinking and concrete practice skills. While I specialize in social work macro practice, I feel strongly that students must be capable of bridging their micro, mezzo, and macro skills to use within and across various social contexts. Learning, practicing, and reflecting upon these skills in the classroom frame my social work pedagogy, and lie at the heart of social justice education and the social work profession (Adams, Bell, & Gruffin, 2007; Freire, 1971, 1994; hooks, 1994). Critical Pedagogy In order to foster students’ critical consciousness and deep learning, I start the semester with a series of exercises that allows students to get to know each other beyond their concentrations, start building trust, and develop an environment where we are all teachers and learners. I engage students in exercises where we discuss what it means to create a respectful and engaging classroom. In particular, we discuss the differences between safety and comfort, and how we can create a safe environment where we can turn conflict and discomfort into opportunities for learning and growth for everyone in the class. One area that often pushes student’s learning edge, often creating discomfort and conflict, involves discussions in class around how our social identities impact our social work practice. -
Social Work Skills
SOCIAL WORK SKILLS Beginning During the beginning phase, you introduce and identify yourself and seek introductions from prospective clients and involved others. Following the exchange of introductions, you describe a tentative initial purpose for the meeting, possibly identify one of more professional roles that you might undertake, orient participants to the process, and identify relevant policy and ethical factors that might apply. Throughout this beginning process, you regularly seek feedback concerning others’ understanding of and reactions to your introductory comments. By using the beginning skills, you help to clarify the nature and boundaries or ground rules of the helping process, lessen the initial ambivalence people often experience, and establish a tentative direction for work. Introducing Yourself At the beginning of any first interview, you should identify yourself by name and profession and by agency or departmental affiliation. You might also want to provide formal identification, such as a business card. Seeking Introductions Encourage each new client to say her or his name, and then try to pronounce it correctly. In a group, you might ask group members to introduce themselves and share a few of the thoughts that occurred to them as they anticipated coming to this first meeting. Describing Initial Purpose Clearly but succinctly discuss your view of the purpose of the meeting. Orienting Clients Describe how clients can join you as active, collaborative participants in the helping process. Discussing Policy and Ethical Factors Discuss potentially relevant legal, policy and ethical factors. This constitutes part of the informed consent process and is an essential element of professional service to clients.