SMOKIN’ IN THE BOYS’ ROOM: ETHICAL DECISION MAKING IN SCHOOL SOCIAL WORK PART 2 PRESENTED BY: LAURA RICHARD, PHD, LCSW UNIVERSITY OF SOUTHERN MISSISSIPPI
PART 2 SCHEDULE • TECHNOLOGY AND SCHOOL SOCIAL WORK • ETHICAL DILEMMAS • ETHICAL DECISION MAKING STEPS • PRACTICE SCENARIOS
TECHNOLOGY AND SOCIAL WORK PRACTICE
DEFINITION: TECHNOLOGY • “… ANY ELECTRONICALLY MEDIATED ACTIVITY USED IN THE CONDUCT OF COMPETENT AND ETHICAL DELIVERY OF SERVICES. ” (NASW & ASWB, 2005)
GENERATION Y • BABY BOOMERS 49 -67 • GENERATION X 33 -49 • GENERATION Y 13 -32 • BORN 1980 -2000 • LARGEST GENERATION SINCE BABY BOOMERS • 20% OF TODAY’S POPULATION (70 MILLION)
INTRODUCING THE ‘NET GENERATION’ • STUDENTS TODAY ARE DIGITAL, SOCIAL, MULTI-TASK MASTERS • THEY PAY “CONTINUOUS, PARTIAL ATTENTION” • THEY ARE ONLINE ALL DAY SEEKING COMMUNICATION AND VIRTUAL CONTACT • EXPRESSING THEMSELVES ONLINE IS DONE SO FREQUENTLY AND EFFORTLESSLY, THAT IT IS NOT DIFFERENTIATED FROM FACE-TO-FACE CONTACT • ACCUSTOMED TO INFORMATION ARRIVING IN INSTANT VIDEO, AUDIO, AND TEXT EXTRACTIONS • THEY ARE USED TO PROCESSING AN ASSORTMENT OF INFORMATION COMING FROM BOTH THE ELECTRONIC AND PHYSICAL WORLD SIMULTANEOUSLY
GENERATION Y STRENGTHS • CONFIDENCE • SOCIABILITY • MORALITY • STREET SMARTS • DIVERSITY • TECHNOLOGICALLY SAVVY • NEEDS KNOWLEDGE
GENERATION Y WEAKNESSES • DOESN’T RETAIN KNOWLEDGE LIKE PAST GENERATIONS • COLLECTIVE ACTION (ALWAYS NEED GROUPS) • HEROIC SPIRIT • TENACITY/PERSISTENCE • LACK OF SKILLS WHEN WORKING WITH DIFFICULT PEOPLE • MULTI-TASKING • NEED FLEXIBILITY • WANTS EVERYTHING QUICKLY
TECHNOLOGY: THE POSSIBILITIES • EMAIL, FAX, VOICEMAIL, BLOGGING • SKYPE • TEXT, TWITTER AND TWEET • SOCIAL NETWORK • • FLICKR & FRIENDSTER • LINKEDIN • • FACEBOOK & MY SPACE YOUTUBE ELECTRONIC RECORDKEEPING • SHARED SERVERS • CASE MANAGEMENT PROGRAMS • ELECTRONIC IEPS 10
NASW CODE OF ETHICS REFERENCES TO TECHNOLOGY 11
DUTY TO INFORM • SOCIAL WORKERS WHO PROVIDE SERVICES VIA ELECTRONIC MEDIA (SUCH AS COMPUTER, TELEPHONE, RADIO, AND TELEVISION) SHOULD INFORM RECIPIENTS OF THE LIMITATIONS AND RISKS ASSOCIATED WITH SUCH SERVICES. (1. 03[C]) 12
CONFIDENTIALITY • SOCIAL WORKERS SHOULD PROTECT THE CONFIDENTIALITY OF CLIENTS’ WRITTEN AND ELECTRONIC RECORDS AND OTHER SENSITIVE INFORMATION. SOCIAL WORKERS SHOULD TAKE REASONABLE STEPS TO ENSURE THAT CLIENTS’ RECORDS ARE STORED IN A SECURE LOCATION AND THAT CLIENTS’ RECORDS ARE NOT AVAILABLE TO OTHERS WHO ARE NOT AUTHORIZED TO HAVE ACCESS. (1. 07[L]) 13
PRIVACY • SOCIAL WORKERS SHOULD TAKE PRECAUTIONS TO ENSURE AND MAINTAIN THE CONFIDENTIALITY OF INFORMATION TRANSMITTED TO OTHER PARTIES THROUGH THE USE OF COMPUTERS, ELECTRONIC MAIL, FACSIMILE MACHINES, TELEPHONES AND TELEPHONE ANSWERING MACHINES, AND OTHER ELECTRONIC OR COMPUTER TECHNOLOGY. DISCLOSURE OF IDENTIFYING INFORMATION SHOULD BE AVOIDED WHENEVER POSSIBLE. (1. 07[M]) 14
TECHNOLOGY AND SOCIAL WORK PRACTICE NATIONAL ASSOCIATION OF SOCIAL WORKERS (NASW) ASSOCIATION OF BOARDS OF SOCIAL WORK (ASWB) 2005 HTTPS: //WWW. SOCIALWORKERS. ORG/PRACTICE/STANDARDS/NASWTECHNOLOGY STANDARDS. PDF 15
STANDARDS GOALS OF STANDARDS • MAINTAIN AND IMPROVE QUALITY OF TECHNOLOGY-RELATED TO SOCIAL WORK SERVICES • GUIDE FOR SOCIAL WORKERS INCORPORATING TECHNOLOGY INTO PRACTICE • GUIDELINES FOR MONITORING AND EVALUATING TECHNOLOGY USED IN SERVICE DELIVERY • INFORM INDIVIDUALS AND AGENCIES ABOUT PROFESSIONAL STANDARDS 16
STANDARD 1: ETHICS & VALUES • SOCIAL WORKERS PROVIDING SERVICES VIA THE TELEPHONE OR OTHER ELECTRONIC MEANS SHALL ACT ETHICALLY, ENSURE PROFESSIONAL COMPETENCE, PROTECT CLIENTS, AND UPHOLD VALUES OF THE PROFESSION. 17
STANDARD 2: ACCESS. . • SOCIAL WORKERS SHALL HAVE ACCESS TO TECHNOLOGY AND APPROPRIATE SUPPORT SYSTEMS TO ENSURE COMPETENT PRACTICE, AND SHALL TAKE ACTION TO ENSURE CLIENT ACCESS TO TECHNOLOGY. 18
WHAT TECHNOLOGY DO YOU HAVE ACCESS TO? WHAT ABOUT YOUR CLIENTS?
MEMBERS OF TEAM From Technology and Ethics in School Social Work Practice by Ellen Belluomini, LCSW
STANDARD 3: CULTURAL COMPETENCE • SOCIAL WORKERS SHALL SELECT AND DEVELOP APPROPRIATE ONLINE METHODS, SKILLS, AND TECHNIQUES THAT ARE ATTUNED TO THEIR CLIENTS’ CULTURAL, BICULTURAL, OR MARGINALIZED EXPERIENCES IN THEIR ENVIRONMENTS. 21
• WHO USES TECHNOLOGY? • 46% OF AMERICANS OWNED SMARTPHONES BY 2011 • 49% LATINO • 47% AFRICAN AMERICAN • 42% CAUCASIAN • 78% OF ADULTS AND 93% OF TEENAGERS USE THE INTERNET • 80% CAUCASIAN • 71% AFRICAN AMERICAN • 68% LATINO • 7% WHO DO NOT EQUALS 1. 5 MILLION TEENAGERS • EDUCATION OF ONLINE USERS • 43% NO HIGH SCHOOL DIPLOMA • 71% HIGH SCHOOL GRADUATE • 88% SOME COLLEGE • 94% COLLEGE + From Technology and Ethics in School Social Work Practice by Ellen Belluomini, LCSW
GENERATIONAL TECHNOLOGY From Technology and Ethics in School Social Work Practice by Ellen Belluomini, LCSW
GENERATIONAL TECHNOLOGY From Technology and Ethics in School Social Work Practice by Ellen Belluomini, LCSW
STANDARD 4: TECHNICAL COMPETENCE • SOCIAL WORKERS SHALL BE RESPONSIBLE FOR BECOMING PROFICIENT IN THE TECHNOLOGICAL SKILLS AND TOOLS REQUIRED FOR COMPETENT AND ETHICAL PRACTICE AND FOR SEEKING APPROPRIATE TRAINING AND CONSULTATION TO STAY CURRENT IN EMERGING TECHNOLOGIES. 25
ENGAGEMENT WITH TECHNOLOGY UTILIZE CLIENT KNOWLEDGE TO ENHANCE THERAPEUTIC PROCESS • TRY DIFFERENT TYPES OF TECHNOLOGY FOR SUPPORT • • • CULTIVATE A DATABASE OF ONLINE EDUCATIONAL VIDEOS EMPOWER CLIENTS WITH PROJECTS ENCOURAGE CRITICAL THINKING WITH PROBLEM SOLVING THROUGH INTERNET RESOURCES • EDUCATE ON QUALITY RESOURCES
ENGAGEMENT WITH TECHNOLOGY AND STUDENTS • • • BLOGGING/JOURNALING YOUTUBE WIKI’S FOR VISION BOARDS PICTURE ESSAYS PINTEREST APPS
ELECTRONIC ADVOCACY/SUPPORT • IT GETS BETTER GLBT SUPPORT • TEEN LINE IS A CONFIDENTIAL TELEPHONE HELPLINE FOR TEENAGED CALLERS. IT OPERATES EVERY EVENING FROM 6: 00 PM TO 10: 00 PM PST
SCHOOL THERAPEUTIC APPS • SCHOOL 26 HD - A UNIQUE GAME OF EMPATHY, STRATEGY AND RELATIONSHIP BUILDING. From Technology and Ethics in School Social Work Practice by Ellen
HIGH SCHOOL APPS • BULLY BLOCK From Technology and Ethics in School Social Work Practice by Ellen Belluomini, LCSW
STANDARD 5: REGULATORY COMPETENCE • SOCIAL WORKERS WHO USE TELEPHONIC OR OTHER ELECTRONIC MEANS TO PROVIDE SERVICES SHALL ABIDE BY ALL REGULATION OF THEIR PROFESSIONAL PRACTICE WITH THE UNDERSTANDING THAT THEIR PRACTICE MAY BE SUBJECT TO REGULATION IN BOTH THE JURISDICTION IN WHICH THE CLIENT RECEIVES SERVICES AS WELL AS THE JURISDICTION IN WHICH THE SOCIAL WORKER PROVIDES SERVICES. 31
STANDARD 7: PRIVACY, CONFIDENTIALITY, DOCUMENTATION & SECURITY • SOCIAL WORKERS SHALL PROTECT CLIENT PRIVACY WHEN USING TECHNOLOGY IN THEIR PRACTICE AND DOCUMENT ALL SERVICES, TAKING SPECIAL SAFEGUARDS TO PROTECT CLIENT INFORMATION IN THE ELECTRONIC RECORD. 32
TO TEXT OR NOT TO TEXT IS IT ETHICAL NOT TO TEXT STUDENTS (DIGITAL NATIVES) WHEN THIS IS THEIR PRIMARY AND PREFERRED METHOD OF CONTACT? From Technology and Ethics in School Social Work Practice by Ellen Belluomini, LCSW
EMAIL COMMUNICATIONS-PROS • • • PARENTAL COMMUNICATION TEACHER COMMUNICATION ADMINISTRATIVE COMMUNICATION OUTSIDE SERVICE PROVIDERS CASE MANAGEMENT SUPERVISION & CONSULTATION 34
EMAIL COMMUNICATION - CONS • ETHICAL DILEMMA FOR SCHOOL SOCIAL WORKERS WHO EMAIL STUDENTS • FAIL TO RECOGNIZE EMAIL IS A WRITTEN DOCUMENT • CONFIDENTIALITY • EMAILS MISDIRECTED • VIOLATING STUDENT TRUST BY EMAILING PARENTS AND/OR TEACHER 35
ETHICAL ISSUES ABOUT E-MAIL • EVERY E-MAIL SHOULD GO OUT WITH AN ELECTRONIC SIGNATURE AT THE BOTTOM-AN AUTOMATIC ENCLOSURE WITH A STATEMENT OF THE SCHOOL E-MAIL POLICY • E-MAILS • PART OF CLIENT RECORD • ACCESS OF E-MAILS TO OTHERS? • SUICIDE AND OTHER ISSUES • CC, BC, REPLY ALL • TECHNOLOGY DEPT. CAN CHOOSE A CLIENT’S NAME AND PROGRAM WILL SEARCH FOR THE CLIENTS NAME IN ALL E-MAIL (COMPLAINTS ABOUT PARENTS WILL SURFACE) • SOME PARENTS ONLY WANT TO BE E-MAILED
ENCRYPTION • GENERAL E-MAIL SERVICES ARE NOT ENCRYPTED (GMAIL, YAHOO, AOL, ETC. ) • WWW. HUSHMAIL. COM – HIPAA COMPLIANT • HTTP: //WWW. RPOST. COM/ESECURITY
ELECTRONIC RECORDS • RECORDING, STORING, MAINTAINING, USING AND TRANSMITTING ELECTRONIC DATA ACCORDING TO LEGAL AND ETHICAL REQUIREMENTS • USE OF APPROPRIATE PROCEDURES • IS CLIENT INFORMED • DOCUMENTATION OF INFORMED CONSENT 38
ON-LINE IEP SYSTEMS-PROS • • • STREAMLINE UNIFORMITY MORE EFFICIENT EASY TO UPDATE EASY ACCESS BY OTHER SCHOOL PROFESSIONALS CASE MANAGEMENT AT A GLANCE 39
ONLINE IEP SYSTEMS-CONS • GLITCHES IN COMPUTER SYSTEM • LOSS OF INFORMATION • BREACHES • INABILITY TO ACCESS • CONFIDENTIALITY • UNAUTHORIZED ACCESS • UPDATES THAT ARE SPECIFIC TO AN INDIVIDUALS AND BECOME PART OF RECORD 40
INTERNET ACCESS-PROS • EASY AVAILABILITY OF UP-TO-DATE RESEARCH • CONNECTION TO OTHER SCHOOL SOCIAL WORKERS • SUPPORT • COLLABORATION • PROBLEM SOLVING • COLLABORATION • EDUCATION ON A VARIETY OF TOPICS • WEBINARS 41
INTERNET ACCESS-CONS • STUDENTS SEARCHING WITHOUT SUPERVISION • STUDENTS SURFING WITHOUT APPROPRIATE FILTERS • STUDENTS SEEING OTHER STUDENTS’ CONFIDENTIAL INFORMATION 42
STANDARD 8. RISK MANAGEMENT • SOCIAL WORKERS PROVIDING SERVICES THROUGH THE USE OF THE TELEPHONE OR OTHER ELECTRONIC MEANS SHALL ENSURE HIGH-QUALITY PRACTICES AND PROCEDURES THAT ARE LEGALLY SOUND AND ETHICAL TO PROTECT CLIENTS AND SAFEGUARD AGAINST LITIGATION.
FERPA & HIPPA • LOSS OF FEDERAL FUNDS TO ANY GROUP THAT RELEASES STUDENT INFORMATION WITHOUT PARENTAL CONSENT • EVEN WHEN SERVICES ARE BILLED OUT TO SERVICE PROVIDERS AND COVERED UNDER HIPAA, RECORDS THEMSELVES PROTECTED UNDER FERPA • SOME STATES PROVIDE GREATER SECURITY THAN REQUIRED BY FEDERAL LAWBE FAMILIAR WITH STATE LAWS • DUE TO FREQUENT CHANGES IN STATUTES AND REGULATIONS THESE SITES NEED TO BE CHECKED OFTEN • DOCUMENT, DOCUMENT 44
ADMINISTRATION • IT IS THE ADMINISTRATIONS RESPONSIBILITY TO INTERPRET FERPA AND YOUR STATE’S DEPARTMENT OF EDUCATION RULES TO INCLUDE DIGITAL GUIDELINES FOR SCHOOL PERSONNEL. From Technology and Ethics in School Social Work Practice by Ellen Belluomini, LCSW
PROFESSIONAL PROFILE • SEARCH ENGINES • A SURVEY OF 332 CLIENTS (KOLMES AND TAUBE, 2011) REVEALED THAT 70% FOUND PERSONAL INFORMATION ABOUT THEIR THERAPIST ON THE INTERNET. • HTTP: //JUSTDELETE. ME/ • GOOGLE CLIENTS? From Technology and Ethics in School Social Work Practice by Ellen Belluomini, LCSW
WHEN THE INTERNET TURNS AGAINST YOU – CONSUMER REVIEWS • ARTICLE ABOUT HOW TO GUARD YOUR REPUTATION HTTP: //BUSINESS. TIME. COM/2013/09/25/GUARD-YOURONLINE-REPUTATION/ • CONSULTATION • HTTP: //WWW. PRIVACYRIGHTS. ORG/ (TO FIND OUT HOW TO CONTACT SERVICES TO GET OFF THEIR LISTS) From Technology and Ethics in School Social Work Practice by Ellen Belluomini, LCSW
PROFESSIONAL DEVELOPMENT • LINKEDIN From Technology and Ethics in School Social Work Practice by Ellen Belluomini, LCSW
PROFESSIONAL DEVELOPMENT • SCOOP. IT!
PROFESSIONAL DEVELOPMENT • BLOGS From Technology and Ethics in School Social Work Practice by Ellen Belluomini, LCSW
EVALUATION OF USE SHOULD BE PART OF ASSESSMENT? From Technology and Ethics in School Social Work Practice by Ellen Belluomini, LCSW
STANDARD 9 – PRACTICE COMPETENCE • 9 -3 SOCIAL WORKERS SHALL KEEP THEMSELVES INFORMED ABOUT TECHNOLOGY THAT WILL ADVANCE QUALITY PROGRAM OPERATIONS AND SERVICE DELIVERY, INVEST IN AND MAINTAIN SUCH SYSTEMS TO ENSURE ACCESS, APPROPRIATE SECURITY AND PRIVACY IN AGENCY SYSTEMS. 52
DISCUSS AND LIST THE TYPES OF POLICIES YOUR SCHOOL HAS FOR DIGITAL PRACTICES WITH… • STUDENTS • • • PARENTS OTHER SCHOOL PERSONNEL ADMINISTRATION THE COMMUNITY REFERRING AGENCIES From Technology and Ethics in School Social Work Practice by Ellen Belluomini, LCSW
STUDENTS • CELL PHONE • SOCIAL MEDIA • E-MAIL From Technology and Ethics in School Social Work Practice by Ellen Belluomini, LCSW
PARENTS • E-MAIL (LEGAL DOCUMENT, ACCESS) • CELL PHONE/TEXTING • SKYPE • RECORDING OF IEP MEETINGS From Technology and Ethics in School Social Work Practice by Ellen Belluomini, LCSW
TECHNOLOGY ASSESSMENT • TYPES OF TECHNOLOGY USED (FOR EACH MEMBER OF THE FAMILY) • ANALOG PHONE/SMART PHONE APPLICATIONS USED • USES (MUSIC, INTERNET, MESSAGING) • FREQUENCY/AMOUNT • IPOD OR ITOUCH (INTERNET ACCESS? ) USES (MUSIC, INTERNET, MESSAGING) • FREQUENCY/AMOUNT From Technology and Ethics in School Social Work Practice by Ellen Belluomini, LCSW
TECHNOLOGY ASSESSMENT • INTERNET ACCESS DESKTOP/LAPTOP WHO OWNS WHICH • PLACEMENT IN HOUSE • SUPERVISION USES FOR INTERNET (FREQUENCY FOR ALL) • STUDYING • GAMES (SELF OR WATCHING OTHERS) • RPG’S/SECOND LIFE/WAR CRAFT • FAVORITE SITES • HOW DO YOU USE E-MAIL From Technology and Ethics in School Social Work Practice by Ellen Belluomini, LCSW
TECHNOLOGY ASSESSMENT TABLET • APPLICATIONS USED FREQUENCY/AMOUNT • FAVORITE SITES • SUPERVISION From Technology and Ethics in School Social Work Practice by Ellen Belluomini, LCSW
TECHNOLOGY ASSESSMENT GAMING CONSOLES • TYPE/YEAR/INTERNET ACCESS • GAMES PLAYED • FRIENDS • FREQUENCY From Technology and Ethics in School Social Work Practice by Ellen Belluomini, LCSW
TECHNOLOGY ASSESSMENT • IPOD OR ITOUCH (INTERNET ACCESS? ) • USES (MUSIC, INTERNET, MESSAGING) • FREQUENCY/AMOUNT From Technology and Ethics in School Social Work Practice by Ellen Belluomini, LCSW
STANDARD 9 – PRACTICE COMPETENCE 9 -4. CLINICAL COMPETENCIES • SOCIAL WORKERS SHALL STRIVE TO BECOME AND REMAIN KNOWLEDGEABLE ABOUT THE DYNAMICS OF ONLINE RELATIONSHIPS, THE ADVANTAGES AND DRAWBACKS OF NON-FACE-TO-FACE INTERACTIONS, AND THE WAYS IN WHICH TECHNOLOGY-BASED SOCIAL WORK PRACTICE CAN BE SAFELY AND APPROPRIATELY CONDUCTED
SOCIAL MEDIA • WEB BASED AND MOBILE TECHNOLOGIES • USED AS INTERACTIVE DIALOGUE • ALLOWS CREATION AND EXCHANGE OF USER GENERATED CONTENT • ACCOUNTS FOR APPROXIMATELY 22% OF TIME SPENT ON LINE • TOTAL OF 234 MILLION PEOPLE AGE 13 AND OLDER • SITES 62
ETHICAL ISSUES ON SOCIAL MEDIA • CONFIDENTIALITY FRIEND ME? FOLLOW ME? WHAT DO YOU SAY? • WHAT IF A STUDENT OR PARENT RESPONDS TO YOU ON A BLOG OR PUBLIC ACCOUNT? • RISK MANAGEMENT • SOCIAL NETWORKING POLICY From Technology and Ethics in School Social Work Practice by Ellen Belluomini, LCSW
RISKS • BOUNDARY CROSSING AND VIOLATIONS (NASW 1. 06) • INTENTIONAL AND UNINTENTIONAL SELF DISCLOSURE • FRIENDING A CLIENT • ACQUAINTANCE IN COMMON – BOUNDARY CROSSING • BREACHES OF CONFIDENTIALITY(NASW 1. 07) • NO GUARANTEE FROM FACEBOOK THAT INFORMATION WILL NOT BECOME PUBLICALLY AVAILABLE 64
STANDARD 9 – PRACTICE COMPETENCE • 9 -5 SOCIAL WORKERS CONDUCTING, EVALUATING, DISSEMINATING, OR IMPLEMENTING RESEARCH USING TECHNOLOGICAL APPROACHES SHALL DO SO IN THE MANNER THAN ENSURES ETHICAL CREDIBILITY AND ENSURES THE INFORMED CONSENT OF PARTICIPANTS. 65
STANDARD 9 – PRACTICE COMPETENCE • 9 -6 WHEN USING OR PROVIDING SUPERVISION AND CONSULTATION BY TECHNOLOGICAL MEANS, SOCIAL WORK SUPERVISORS AND SUPERVISEES SHALL FOLLOW THE STANDARDS THAT WOULD BE APPLIED TO A FACE-TO-FACE SUPERVISORY RELATIONSHIP AND SHALL BE COMPETENT IN THE TECHNOLOGIES USED. 66
STANDARD 10 -CONTINUING EDUCATION • SOCIAL WORKERS SHALL ADHERE TO THE NASW STANDARDS FOR CONTINUING PROFESSIONAL EDUCATION AND FOLLOW APPLICABLE LICENSING LAWS REGARDING CONTINUING EDUCATION DELIVERED VIA ELECTRONIC MEANS. 67
WHAT ELSE GETS US IN TROUBLE • • GETTING TOO COMFORTABLE NOT CONSIDERING UNINTENDED CONSEQUENCES OF OUR ACTIONS • DUAL RELATIONSHIPS • WORKING WITH OTHER PROFESSIONALS AND SCHOOL STAFF • NOT RECOGNIZING THE COMPLEXITY OF THE WEB • GOOD INTENTIONS 68
ETHICAL DECISION MAKING
DEFINITION: ETHICAL ISSUE OR ETHICAL DILEMMA • ETHICAL ISSUE • INVOLVES ETHICAL PRINCIPLES • ETHICAL DECISION MAKING BASED ON LAW AND/OR NASW CODE OF ETHICS • ETHICAL DILEMMA • WHEN THERE ARE TWO OR MORE COMPETING ETHICAL PRINCIPLES INVOLVED • CONFLICT OF VALUES, RIGHTS AND/OR PROFESSIONAL RESPONSIBILITIES • EACH POSSIBLE ALTERNATIVE WILL RESULT IN AN UNDESIRABLE OUTCOME FOR ONE OR MORE STAKEHOLDERS 70
ETHICAL DILEMMAS-WHEN A PERSON IS FACED WITH A CHOICE BETWEEN TWO EQUALLY CONFLICTING MORAL PRINCIPLES AND IT IS NOT A CLEAR CUT WHICH CHOICE WILL BE THE RIGHT ONE.
RATIONALIZATIONS FOR ETHICAL COMPROMISE • SELECT ITEMS THAT YOU FEEL ARE APPROPRIATE FOR YOUR ORGANIZATION: • I HAVE TO CUT CORNERS TO MEET MY GOALS. • I LACK THE TIME/RESOURCES TO DO WHAT IS RIGHT • MY PEERS EXPECT ME TO ACT THIS WAY • MY SUPERIORS WANT RESULTS, NOT EXCUSES • I DON’T THINK IT IS REALLY WRONG OR ILLEGAL • OTHERS WOULD THINK THAT IT IS A GOOD CHOICE • NO ONE WILL EVER KNOW THE DIFFERENCE • I AM AFRAID TO DO WHAT I KNOW IS RIGHT
ETHICAL DECISION MAKING SHARING OF INFO WITH OTHERS IS A CONCERN FOR SCHOOL SOCIAL WORKERS MUST BALANCE OTHERS’ DESIRES FOR INFO ABOUT CHILDREN AND FAMILIES AGAINST THEIR ETHICAL OBLIGATIONS TO MAINTAIN THE CONFIDENTIALITY OF THEIR CLIENTS’ COMMUNICATIONS. DO YOU FOLLOW/AGREE WITH NASW’S POSITION ON WHO THE CLIENT IS OR SSWAA’S? › NASW—CLIENTS CAN BE STUDENT, PARENTS, SCHOOL PERSONNEL, AND COMMUNITY › SSWAA—STUDENTS ARE CLIENTS; INFORMATION SHOULD BE SHARED ON A NEED TO KNOW BASIS
ETHICAL DECISION MAKING STUDENT IS TYPICALLY THE CLIENT OF SCHOOL SOCIAL WORKERS— SHOULD MAINTAIN CONFIDENTIALITY UNLESS THERE ARE “COMPELLING PROFESSIONAL REASONS” TO DISCLOSE INFORMATION COMPELLING PROFESSIONAL REASONS › ONLY AS AN EXCEPTION TO THE RULE OF PROTECTING CLIENT CONFIDENCES › RELY ON PROFESSIONAL JUDGMENT › LEARNING SOMETHING CAUSING SERIOUS CONCERN ABOUT PHYSICAL SAFETY OF STUDENTS PROVIDES “COMPELLING PROFESSIONAL REASONS” TO DISCLOSE
ETHICAL DECISION MAKING WHAT WOULD YOU DO? ? › SHOPLIFTING STUDENT? ? › AFFAIR A CHILD’S MOTHER IS HAVING WITH A NEIGHBOR? ? SOCIAL WORKERS MUST ACT PROFESSIONALLY IN THEIR JOBS -GOSSIP!!
ETHICAL DECISION MAKING AND LEGAL ISSUES DANGEROUS SITUATIONS › CHILD ABUSE PREVENTION AND TREATMENT ACT (CAPTA) MAKES SOCIAL WORKERS MANDATED REPORTERS SHOULD NOT EXPAND DUTY TO REPORT ANY SITUATION OF ENDANGERMENT DUTY TO WARN (BROADENED TO DUTY TO PROTECT) › TARASOFF V. REGENTS OF THE UNIVERSITY OF CALIFORNIA › WARNING INTENDED VICTIM, NOTIFY POLICE, AND OTHER NECESSARY STEPS › MOST OFTEN, DUTY TO WARN IS NOT MANDATORY—USE PROFESSIONAL DISCRETION
ETHICAL DECISION MAKING AND LEGAL ISSUES • PHYSICAL VIOLENCE AND HARMFUL ACTS • MUST TAKE ACTION WHEN CLIENTS THREATEN SERIOUS PHYSICAL HARM OR VIOLENCE TO THEMSELVES OR OTHERS • BULIMIC STUDENT? ? • SMOKING MARIJUANA? ? • PREGNANCY? ?
ETHICAL DECISION MAKING AND LEGAL ISSUES • IMMINENCE OF VIOLENCE • DISCLOSE TO PREVENT THE FURTHERANCE OF PHYSICAL HARM TO THE CLIENT OR OTHERS • STUDENT BRINGS GUN TO SCHOOL? ? • DRUG USE IN THE PAST? ? • SEXUAL EXPERIENCES IN THE PAST? ?
ETHICAL DECISION MAKING AND LEGAL ISSUES • AGE OF THE CHILD • LEARN LAWS OF STATE YOU WILL WORK IN • SOMETIMES ISSUE IS ONLY A PROBLEM BECAUSE OF THE CHILD’S AGE • DRINKING • SMOKING • SEX
ETHICAL DECISION MAKING AND LEGAL ISSUES RELEASE OF INFORMATION FORMS › ALLOWS AUTHORIZED INDIVIDUALS TO CONSENT TO DISCLOSURE OF INFORMATION TO A PERSON OR AGENCY › FAMILY EDUCATIONAL RIGHTS AND PROTECTION ACT (FERPA)-PARENTS HAVE A RIGHT TO DISCLOSURE OF THEIR CHILDREN’S INFORMATION UNTIL THE CHILD REACHES THE AGE OF 18. APPLIES ONLY TO EDUCATIONAL RECORDS DOES NOT APPLY TO PERSONAL NOTES OF THE SCHOOL SOCIAL WORKER OR NOTES THAT ARE NOT EDUCATIONAL IN NATURE
ETHICAL DECISION MAKING AND LEGAL ISSUES NECESSARY DISCLOSURES › WITH IEP TEAMS › TO HELP CHILD SUCCEED › ALWAYS ASSESS WHETHER IT IS TRULY NECESSARY TO DISCLOSE CONFIDENTIAL INFORMATION ABOUT A STUDENT OR SOMEONE ELSE CONSEQUENCES OF DISCLOSURE WITHOUT CONSENT › REDUCE SOCIAL WORKER’S EFFECTIVENESS › CAN BE SUBJECT TO LAWSUITS FOR BREACH OF CONFIDENTIALITY OR MALPRACTICE
HOW TO MAKE ETHICAL DECISIONS (NIC DIBBLE & JIM RAINES, 2011) ANALYZE THE DILEMMA KNOW YOURSELF & YOUR CODE! SEEK CONSULTATION IDENTIFY THE COURSES OF ACTION MANAGE THE CLINICAL CONCERNS ENACT THE DECISION REFLECT ON & DOCUMENT THE PROCESS
#1 -KNOW YOURSELF KNOW YOUR PHILOSOPHICAL POSITION KNOW YOUR PROFESSIONAL VALUES › PROFESSIONAL VS. PERSONAL VALUES KNOW YOUR COUNTERTRANSFERENCE › DEFINE TATTLING VS. TELLING › WHO DO YOU WANT TO BE LIKED BY? ?
#2 -ANALYZE THE PREDICAMENT WHO ARE THE STAKEHOLDERS? › WHO ARE THE ADMINISTRATORS? › WHO ARE YOUR COLLEAGUES? › WHO ARE THE TEACHERS INVOLVED? › WHO ARE THE FAMILY MEMBERS?
IDENTIFY VALUES IN TENSION NASW ETHICAL STANDARDS › › › PRIVACY & CONFIDENTIALITY SELF-DETERMINATION COMMITMENT TO CLIENTS OTHER CONSIDERATIONS › PARENTAL RIGHTS AND INVOLVEMENT › LEGAL REQUIREMENTS
#3 -SEEK CONSULTATION • INDEPENDENT PRACTICE IS A MISNOMER • PROFESSIONAL “SHOULD SEEK THE ADVICE & COUNSEL OF COLLEAGUES WHENEVER SUCH CONSULTATION IS IN THE BEST INTERESTS OF CLIENTS” • TYPES OF CONSULTATION • ETHICAL • CLINICAL • LEGAL
#4 -IDENTIFY COURSES OF ACTION • TRY TO AVOID “DILEMMAS” (GREEK: 2 ASSUMPTIONS) • DISCERN AT LEAST 3 COURSES OF ACTION • FOR MATURE CLIENTS, SHARE THE DILEMMA & EMPOWER THE CLIENT TO SHARE IN THE DIFFICULT CHOICES • MAINTAIN YOUR OWN POINT OF VIEW & EXERCISE DUE DILIGENCE
#5 -MANAGE CLINICAL CONCERNS KNOW & USE THE “STANDARD OF CARE” ASSESS DANGEROUSNESS ADDRESS FEELINGS OF BETRAYAL, HURT, & ANGER EXPLORE WHY THEY REVEALED THE INFORMATION (WHAT DID THEY IMAGINE? ) HELP CLIENTS GROW THRU THE CRISIS ASSESS TENDENCY TO MAKE RISKY DECISIONS BE SENSITIVE TO CULTURAL VALUES
#6 -ENACT THE DECISION • DO A FINAL CHECK • ARE YOU APPLYING THE GOLDEN RULE • ARE YOU FULFILLING YOUR FIDUCIARY DUTY? • ARE YOU ACTING IMPARTIALLY AND FAIRLY? • WHAT IF THE DECISION WAS PUBLICIZED? • CAN YOU UNIVERSALIZE THE DECISION?
MANAGING CRITICISM • FOCUS ON THE 3 PS: • PROTECTION FROM HARM • IMMEDIATE PRESENT (VS. UNCHANGEABLE PAST OR UNKNOWABLE FUTURE) • POSITIVE OUTCOMES
#7 -REFLECT ON THE PROCESS HOW DID MY VALUES INFLUENCE THIS DECISION? HOW DID OTHER STAKE HOLDERS INFLUENCE MY CHOICES? WERE THERE OTHER COURSES OF ACTION NOT CONSIDERED? WERE THERE CLINICAL CONCERNS MISSED? WAS IT THE RIGHT DECISION IN 20 -20 HINDSIGHT? WHAT PRECAUTIONS SHOULD I TAKE IN THE FUTURE?
LET’S TRY ONE: A SCHOOL SOCIAL WORKER HAS A CLIENT WHO SKIPS SCHOOL. WHEN THE PARENT IS INFORMED OF THE LATEST TRUANCY, THE GIRL IS CORPORALLY PUNISHED (BUT NOT SEVERELY ENOUGH TO WARRANT REPORTING TO CHILD PROTECTIVE SERVICES). THE STUDENT WILL LIKELY SKIP SCHOOL AGAIN AND SCHOOL DISTRICT POLICY REQUIRES PARENTS BE INFORMED.
ETHICS RESPONSE WHAT DOES THE CODE SAY? WHAT ARE PERSONAL BIASES THAT MAY AFFECT YOU? ANY ETHICAL CONFLICTS? WHO IS THE CLIENT? WOULD YOU CONSULT? WHAT ARE COURSES OF ACTION YOU COULD TAKE? WOULD THERE BE ANY CLINICAL CONCERNS? DECISION? ?
WHAT WOULD YOU DO? A SOCIAL WORKER WORKED WITH A 17 -YEAR-OLD BOY WHO HAD A DIFFICULT ADOLESCENCE. DURING THE PAST YEAR THE BOY MADE REMARKABLE PROGRESS. HE DID BETTER IN SCHOOL AND BEGAN DEVELOPING HEALTHY RELATIONSHIPS FOR THE FIRST TIME IN HIS LIFE. AT THE END OF A RECENT COUNSELING SESSION, THE BOY HANDED THE SOCIAL WORKER AN ENVELOPE AND A SMALL BOX THAT HE AND HIS MOTHER WANTED TO GIVE HER. THE SOCIAL WORKER OPENED THEM AND DISCOVERED THE FAMILY HAD GIVEN HER A NECKLACE AND AN INVITATION TO THE BOY’S HIGH SCHOOL GRADUATION AND A POST-CEREMONY PARTY AT THE FAMILY’S HOME. THEY TOLD HER IT WAS JUST A SMALL TOKEN OF APPRECIATION FOR ALL SHE HAD DONE AND HOW MUCH IT WOULD MEAN IF SHE JOINED THEM FOR THE GRADUATION EVENTS.
RESPONSE • THE SOCIAL WORKER MAY NEED TO SET FIRMER LIMITS. ATTENDING THE GRADUATION MAY BE REASONABLE, ASSUMING THAT THE SOCIAL WORKER PROTECTS THE CLIENT’S PRIVACY AND CONFIDENTIALITY WHEN SHE ENCOUNTERS OTHER GUESTS. THE SOCIAL WORKER WILL NEED TO TALK TO THE CLIENTS ABOUT THE GIFT. ACCEPTING THE GIFT WOULD HONOR THE FAMILY, BUT IT COULD ALSO COMPLICATE THE SOCIAL WORKER’S RELATIONSHIP WITH THE CLIENT SUGGESTING THAT IT HAS EVOLVED INTO A FRIENDSHIP.
NOW YOU TRY IT…. . • EACH TABLE HAS AN ETHICAL DILEMMA AND A DECISION-MAKING WORKSHEET • READ THE DILEMMA AND COMPLETE THE WORKSHEET • SHARE YOUR RESPONSES WITH THE GROUP
ETHICAL SCENARIO 1 A SOCIAL WORKER LIVES IN A VERY SMALL TOWN. VERY SMALL. IMPOVERISHED/”HOMELESS” – BECAUSE SEVERAL FAMILIES LIVE TOGETHER IN ONE SMALL TRAILER - STUDENT WHO SOCIAL WORKER SEES AT SCHOOL FOR BEHAVIOR INTERVENTION ASKS TO DO WORK AROUND THE SOCIAL WORKER’S YARD FOR MONEY. (STUDENT KNOWS WHERE SOCIAL WORKER LIVES BECAUSE HE HAS SEEN SW AS HE WALKS BY, OR IN OTHER PUBLIC PLACES. REQUEST IS MADE OF SW IN TOWN, NOT AT SCHOOL. ) REST OF TOWN IGNORES THIS FAMILY BECAUSE OF HISTORY OF ADULTS’ ACTIONS –DEALING AND USING PRESCRIPTION DRUGS, SHOPLIFTING AT THE DOLLAR STORE, AND SO ON. FAMILY HAS BEEN BANNED FROM STORES, CALLING CHURCHES FOR HELP, ETC, BECAUSE OF THE MATRIARCH’S INAPPROPRIATE BEHAVIOR TOWARD THEM. CAN THE SW’S SPOUSE “HIRE” THE STUDENT FOR LITTLE ODD JOBS. (STUDENT DOES NOT STEAL, DO DRUGS, NO LAW ENFORCEMENT ISSUES. ) WHAT IS THE ETHICAL DILEMMA? WHAT WOULD YOU DO USING THE ETHICAL DECISION-MAKING STEPS?
ETHICAL SCENARIO 2 SW SEES MOTHER OF A STUDENT. SW’S SON ATTENDS SAME MIDDLE SCHOOL AS THE STUDENT. SON AND STUDENT ARE CLASSMATES. STUDENT INVITES SOCIAL WORKER’S SON TO GO OVER TO HIS HOME. SW DOES NOT TELL SON FAMILY IS A CLIENT, DOES NOT REALLY WANT SON TO GO, BUT IF SW TELLS SON HE CAN’T GO, HE WILL FIGURE OUT WHY. SW TAKES SON OVER TO STUDENT’S HOME. MOTHER OF THE STUDENT GREETS SW AND SON AT CAR. NEITHER MENTIONS THE SW/CLIENT RELATIONSHIP. LATER, MOTHER BRINGS UP CONFLICT TO SW WHEN MOTHER IS IRRITATED ABOUT SOMETHING. SW EXPLAINS REASONING OF SITUATION, OFFERS TO TRANSFER HER TO ANOTHER SW. MOTHER DECLINES. REGARDLESS, NEXT TIME SON IS INVITED, SW TELLS SON HE CAN’T GO. WHAT IS THE ETHICAL DILEMMA? WHAT WOULD YOU DO USING THE ETHICAL DECISIONMAKING STEPS?
ETHICAL SCENARIO 3 • IN OUR PARISH THERE ARE LITERALLY ONLY 3 SOCIAL WORKERS AVAILABLE FOR COUNSELING WITHIN THE COMMUNITY AND 4 SCHOOL SOCIAL WORKERS. THERE ARE MANY TIMES WHEN FAMILIES NEED INDIVIDUAL COUNSELING AND IT GETS TOUGH MAKING REFERRALS AND/OR DECIDING HOW TO SEE EVERYONE AND MAINTAIN CONFIDENTIALITY AND BOUNDARIES. OR OFTEN TIMES YOU ARE SEEING A CLIENT AND WITHOUT CURRENT CLIENT KNOWING SOMEONE IN THEIR FAMILY CALLS FOR AN APPOINTMENT AND THE SOCIAL WORKER IS LIMITED DUE TO CONFLICT OF INTEREST BUT WITH LIMITED REFERRAL OPTIONS. IN THIS PARISH TRANSPORTATION IS A HUGE ISSUE AND IT IS DIFFICULT FOR CLIENTS TO TRAVEL OUTSIDE OF THE PARISH TO SEEK SERVICES. SO I GUESS CONFLICTS OF INTEREST DUE TO LIMITED RESOURCES IS A BIGGIE FOR A RURAL PARISH. WHAT IS THE ETHICAL DILEMMA? WHAT WOULD YOU DO USING THE ETHICAL DECISIONMAKING STEPS?
ETHICAL SCENARIO 4 • MY OLDEST SON WOULD COME HOME ASKING ME QUESTIONS ABOUT SPECIFIC CLIENTS. WHEN I WOULD EXPLAIN TO HIM THAT MY JOB IS PERSONAL AND I COULD NOT COMMENT ON IT BECAUSE I HAD TO PROTECT PEOPLE’S PRIVACY, HIS RESPONSE WAS ALWAYS “SO-AND-SO ALREADY TOLD ME EVERYTHING”. MY OLDEST CHILD PICKED UP QUICK, “I KNOW YOU CAN’T TALK ABOUT IT MOM, BUT SO AND SO SAID THEY SAW YOU YESTERDAY” • MY YOUNGEST ON THE OTHER HAND SAYS “WHY DOES SO AND SO GET TO MISS SCHOOL BECAUSE THEY GO TO YOUR WORK AND I DON’T? ” HOW DID THEY MAKE THE CONNECTION THAT HE WAS MY SON? SOME FIGURED IT OUT RIGHT AWAY BECAUSE OF THE PICTURES ON MY DESK. (KIDS ARE MORE OBSERVANT THAN YOU WOULD THINK!) OTHERS SEE YOU AT SCHOOL WITH THEM. WHAT IS THE ETHICAL DILEMMA? WHAT WOULD YOU DO USING THE ETHICAL DECISIONMAKING STEPS?
ETHICAL SCENARIO 5 THE SCHOOL HAS A RULE THAT IF YOU INVITE CHILDREN FROM CLASS TO YOUR BIRTHDAY PARTY, YOU HAVE TO INVITE THE ENTIRE CLASS. DON’T GET ME WRONG, I UNDERSTAND THE NATURE OF THIS RULE, IT KEEPS KIDS FROM GETTING THEIR FEELINGS HURT AND PREVENTS BULLYING BY EXCLUSION. DO I NOT INVITE MY SON’S FRIENDS FROM SCHOOL OR DO I INVITE HIS WHOLE CLASS (INCLUDING THE CLIENT)? WHAT IS THE ETHICAL DILEMMA? WHAT WOULD YOU DO USING THE ETHICAL DECISION-MAKING STEPS?
ETHICAL SCENARIO 6 AT THE BALLPARK, WHILE THE KIDS ARE PRACTICING OR PLAYING GAMES I OFTEN FIND MYSELF SITTING ON THE BLEACHERS OR AT THE PICNIC TABLES AMONG PARENTS OF KIDS IN TREATMENT. OVERALL, THIS ISN’T SO BAD, BUT EVERY ONCE IN A WHILE YOU RUN INTO THAT PARENT THAT WANTS TO DISCUSS HER CHILD’S ISSUES (AND LOUDLY) REGARDLESS OF YOUR EFFORTS TO THWART THIS CAN BE RATHER AWKWARD GIVEN THE FACT THAT OTHER PARENTS KNOW WHAT YOU DO FOR A LIVING (AND SOME OF THOSE OTHER PARENTS LIKE TO GOSSIP). WHAT IS THE ETHICAL DILEMMA? WHAT WOULD YOU DO USING THE ETHICAL DECISION-MAKING STEPS?
ETHICAL SCENARIO 7 WHEN MONITORING MY TEENAGER’S SOCIAL MEDIA PAGES, SOMETIMES I SEE THINGS ON STUDENTS' PAGES THAT I AS A PARENT I WOULD NOT APPROVE OF. IT CAN BE THINGS SUCH AS INAPPROPRIATE PICTURES, STATUS UPDATES ABOUT UNDERAGE DRINKING OR DRUG USE (WEED), BULLYING COMMENTS ABOUT OTHER STUDENTS, OR BREWING CONFLICTS BETWEEN STUDENTS. WHAT IS MY ROLE, IF ANY, IN ADDRESSING THESE ISSUES? WHAT IS THE ETHICAL DILEMMA? WHAT WOULD YOU DO USING THE ETHICAL DECISION-MAKING STEPS?
ETHICAL SCENARIO 8 A MANIFESTATION DETERMINATION MEETING ON A STUDENT WITH THE CLASSIFICATION ED (EXTENSIVE HISTORY OF BEHAVIORAL ISSUES IN THE EDUCATIONAL SETTING) WAS CONDUCTED WITH ALL IEP PARTICIPANTS. BEHAVIORS WERE DISCUSSED AT LENGTH WITH THE GUARDIAN AND A NEW BEHAVIOR PLAN WAS DEVELOPED ALONG WITH A SCHEDULE CHANGE WITH THE GUARDIAN’S APPROVAL. AFTER THE MEETING WAS OVER, THE DISTRICT’S DISCIPLINE SUPERVISOR FOR SPECIAL EDUCATION MET WITH THE STUDENT WITHOUT GUARDIAN APPROVAL AND ATTEMPTED TO “SCARE” HIM WITH FALSE INFORMATION REGARDING HIS CASE. AFTER THIS OCCURRED, THE STUDENT THE THREATENED SUICIDE AND WROTE/DREW SEVERAL SCENARIOS OF HOW HE WAS GOING TO KILL HIMSELF SINCE HE HAD BEEN TOLD “WHAT WAS REALLY GOING TO HAPPEN TO HIM”. THREAT ASSESSMENT WAS COMPLETED PER SCHOOL PSYCHOLOGIST AND FOUND TO BE A MEDIUM RISK. THE GUARDIAN WAS CONTACTED AND ADVISED TO TAKE THE STUDENT FOR A FOLLOW-UP WITH OUTSIDE MENTAL HEALTH SERVICES (IE: PHYSICIAN EXAM). WHAT SHOULD BE DISCLOSED TO THE GUARDIAN UPON NOTIFICATION REGARDING EXACTLY WHAT INFORMATION WAS GIVEN TO THE STUDENT BY A SUPERVISOR WITH NO TRAINING OR EXPERIENCE IN MENTAL HEALTH TREATMENT? WHAT IS THE ETHICAL DILEMMA? WHAT WOULD YOU DO USING THE ETHICAL DECISION-MAKING STEPS?
ETHICAL SCENARIO 9 • CLINICIAN RECEIVED A NOTE FROM A STUDENT DURING A SESSION THAT STUDENT “LIKED” THE CLINICIAN. STUDENT EXPLAINED IN THE NOTE THAT “LIKE” MEANT “LOVE”. CLINICIAN ATTEMPTED TO TALK TO THE STUDENT FURTHER ABOUT THE NOTE AND ABOUT EXACTLY WHAT SHE HAD MEANT BY “LIKE” AND "LOVE". CLINICIAN REMINDED STUDENT OF HER ROLE AS A THERAPIST AND BOUNDARIES. CLINICIAN TALKED TO STUDENT AGAIN ABOUT ROLES, TRANSFERENCE, BOUNDARIES AND MOSTLY THE SAFETY AND CONCERN ABOUT A CHILD/ADULT RELATIONSHIP AND HOW IT IS NOT APPROPRIATE AND/OR SAFE. STUDENT IS 11 YEARS OLD AND IN THE 6 TH GRADE. WHAT IS THE ETHICAL DILEMMA? WHAT WOULD YOU DO USING THE ETHICAL DECISION -MAKING STEPS? •
ETHICAL SCENARIO 10 • YOU ARE MEETING WITH A 17 YEAR OLD MALE SHORTLY AFTER HE GOT OUT OF 30 DAY DRUG REHAB AND HE’S SURE HE’S NOT CLEAR WHAT HE WANTS OUT OF HIS FUTURE. YOU ARE THEN REFERRED A GIRL WHO IS ASKING ABOUT HOW SHE SHOULD DEAL WITH HER BOYFRIEND OF TWO YEARS WHO JUST GOT OUT OF REHAB. SHE FEELS SHE LOVES HIM, BUT SHE FEELS HE’S LOSING INTEREST IN HER. FINALLY, YOU START A GIRLS GROUP TO DEAL WITH TEEN ISSUES AND ONE GIRL IS ASKING THE GROUP, AND MOSTLY YOU, ABOUT HOW SHE SHOULD HANDLE THE FACT THAT SHE IS HAVING SEX WITH A BOY EVEN THOUGH SHE KNOWS HE HAS A LONG TERM RELATIONSHIP WITH SOMEONE ELSE AND IS JUST OUT OF REHAB. • YES THIS IS A LOVE TRIANGLE AND YOU ARE COUNSELING ALL THREE PARTS OF IT. WHAT IS THE ETHICAL DILEMMA? WHAT WOULD YOU DO USING THE ETHICAL DECISION-MAKING STEPS?
ETHICAL SCENARIO 11 • YOU GO INTO A CLASS TO PULL OUT A KID, WHO THE STAFF FEELS COULD BENEFIT FROM A PEP TALK ABOUT STUDYING FOR FINALS. IT BECOMES INSTANTLY CLEAR THAT THIS STUDENT IS CURRENTLY VERY HIGH, YOU SUSPECT ON WEED. WHAT IS THE ETHICAL DILEMMA? WHAT WOULD YOU DO USING THE ETHICAL DECISION-MAKING STEPS?
QUESTIONS • SUMMARY AND QUESTIONS • THANK YOU!!
REFERENCES • DUNCAN-DASTON, R. , HUNGER-SLOAN, M. , & FULLER, E. (2013). CONSIDERING THE ETHICAL IMPLICATIONS OF SOCIAL MEDIA IN SOCIAL WORK EDUCATION. DUNCAN- DASTON, HUNGER- SLOAN, FULLER, EDUCATION. ETHICS AND INFORMATION TECHNOLOGY, 15(1), 35 -43. TECHNOLOGY, • FRANKLIN, C. ; HARRIS, M. B, & ALLEN-MEARES, P. (2006). THE SCHOOL SERVICES SOURCEBOOK: FRANKLIN, HARRIS, ALLEN- MEARES, SOURCEBOOK: OXFORD UNIVERSITY PRESS. • LIPSCHUTZ, R. (2010, NOV. 1). ETHICS CORNER: TO TEXT OR NOT TO TEXT. RETRIEVED FROM HTTP: //WWW. NASWIL. ORG/NEWS/NETWORK/FEATURED/ETHICSLIPSCHUTZ, NOV. CORNER: TEXT. HTTP: //WWW. NASWIL. ORG/ NEWS/ NETWORK/ FEATURED/ ETHICSCORNER-TO-TEXT-OR-NOT-TO-TEXT-CEU/ CORNER- TO- TEXT- OR- NOT- TO- TEXT- CEU/ • MATTISON, M. (2006). PROFESSIONAL ETHICAL CODES: APPLICATIONS TO COMMON ETHICAL DILEMMAS. IN FRANKLIN ET AL. , PP. 921 -927. MATTISON, CODES: DILEMMAS. AL. , PP. 921 -927. • NASW & ASWB. (2005). TECHNOLOGY AND SOCIAL WORK PRACTICE. WASHINGTON D. C. : NASW PRESS ASWB. PRACTICE. . : NASW • NASW(2006). CODE OF ETHICS OF NATIONAL ASSOCIATION OF SOCIAL WORKERS. WASHINGTON, DC: NASW PRESS NASW(2006). WORKERS. WASHINGTON, DC: • OVERCAMP-MARTINI, M. A. (2006). THE LAW, ETHICAL GUIDELINES, RECORDS, ASSESSMENTS, AND REPORTS FOR SCHOOL-BASED PRACTICE. IN FRANKLIN ET OVERCAMP- MARTINI, LAW, GUIDELINES, RECORDS, ASSESSMENTS, SCHOOLPRACTICE. AL. PP. 905 -912. AL. PP. • REAMER, F. G. (2013). THE DIGITAL AND ELECTRONIC REVOLUTION IN SOCIAL WORK: RETHINKING THE MEANING OF ETHICAL PRACTICE. ETHICS AND SOCIAL REAMER, WORK: PRACTICE. WELFARE, 7, 2 -19. WELFARE, • SCHOOL SOCIAL WORK SITE (2010, FEBRUARY 18). TECHNOLOGY AND THE SCHOOL SOCIAL WORKER. RETRIIEVED FROM HTTP: //. SCHOOL FEBRUARY 18). WORKER. HTTP: //. SCHOOL SOCIALWORKSITE. COM/2010/02/TECHNOLOGY-AND-SCHOOL-SOCIAL WORKER. HTML. SOCIALWORKSITE. COM/2010/02/TECHNOLOGY- AND- SCHOOLWORKER. HTML. • SMIAR, N. P. (2012, AUGUST). TECHNOLOGY, SOCIAL MEDIA, AND SOCIAL WORK ETHICS. PRESENTED AT ABSW TRAINING. CHICAGO, IL. SMIAR, . (2012, AUGUST). TECHNOLOGY, MEDIA, ETHICS. TRAINING. CHICAGO, IL. A GUIDE FOR SCHOOL BASED PROFESSIONALS. NY: 109
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