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Maggie Brett, L.C.S.W. May 18, 2012. There are no experts, in the usual sense, in ethics or morality. Objectivity (and the move away from subjectivity)

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Presentation on theme: "Maggie Brett, L.C.S.W. May 18, 2012. There are no experts, in the usual sense, in ethics or morality. Objectivity (and the move away from subjectivity)"— Presentation transcript:

1 Maggie Brett, L.C.S.W. May 18, 2012

2 There are no experts, in the usual sense, in ethics or morality. Objectivity (and the move away from subjectivity) in ethical judgments is increasingly achieved as one's ethical judgments are grounded in a broader and broader base of human experience both one's own personal experience and the experience of other humans shared in dialogue. - David T. Ozar, Ph.D.

3 Lay a foundation: What are ethics? NASW Code of Ethics Build a framework: Model of Ethical Decision Making Put up a few walls: Abuse and Neglect Reporting, Informed Consent, Confidentiality

4 Geothe

5 Ethics are not feelings, science, following the law, religion, or culturally accepted norms (Santa Clara University) Moral principals that govern a persons or groups behavior A persons or groups responsibilities to the larger society Behavioral expectations Values in action, (Levy, 1976)

6 Ones own family and upbringing Culture Informal life contacts Religious background Education Professional experience Personal reflection --David T. Ozar, Ph.D.

7 Rooted in 6 Core Values: Service Social justice Dignity and worth of the person Importance of human relationships Integrity Competence Core values, and the principles that flow from them, must be balanced within the context and complexity of the human experience.

8 Does not state a hierarchy of values, so there can be reasonable differences of opinion. Considers ethical decision making as a process which considers even competing values. Requires the professional to look at conflicts between personal and professional values Recognizes that there may be times that what is ethical by these standards may not be in accordance with the law or agency regulations. Sets forth standards to which a professional should aspire or by which their actions could be judged. Asks for a commitment to engage in ethical practice.

9 Some specific ethical standards relating to responsibility to clients: Promote well-being of clients Promote self-determination Informed consent Competence Cultural competence Avoid conflicts of interest Guaranteeing confidentiality and privacy

10 Obligated to inform client in a way she/he can understand about all the parameters of treatment (e.g., purpose, risk, cost, etc.) When client does not have the capacity to provide informed consent (e.g., a young child or client with developmental issues), professional has to seek consent of a 3 rd party. The professional needs to ensure that the 3 rd party is looking out for the clients best interests.

11 When a professional provides services to more than one member of a family, it is essential that it is clear who the client is and what the boundaries are between family members. When a parents goals for intervention are unrealistic or even harmful, it is the professionals responsibility to be clear about the limits of the intervention.

12 Privacythe right of an individual to make decisions about how much of her/his thoughts, feelings, or information is shared with others Confidentialitythe obligation of a professional to refrain from disclosing any information about a client, except under very specific circumstances When a client is unable to make decisions, a 3 rd party makes all the decisions regarding confidentiality. Home visitors should engage the clients in a discussion about the release of information and its subsequent use.

13 Related to the ethical standard of commitment to clients well-being Involves other ethical standards: conflict of interest, informed consent, and confidentiality

14 Ignorant of the full extent of reporting laws Feel its not in the childs or familys best interest Feel its not serious enough Not sure if it really happened Is concerned about DCFS and its ability to correct the situation Doesnt want to disrupt the relationship Afraid of retaliation -LeRoy G. Schultz

15 Competing values Competing loyalties Differing perspectives because of culture, religion, gender, ethnicity, etc. -Braniff

16 1. Identifying the alternatives 2. Determining what is morally/ethically at stake by reason of our social roles 3. Determining what else is morally/ethically at stake 4. Determining what should be done all things considered 5. Choose a course of action

17 Recognize an ethical issue Get the facts Evaluate alternative actions Make a decision and test it (publicity, universality) Act and reflect on the outcome

18 Using Kitcheners (1984) 5 moral principles (autonomy, nonmaleficence, beneficence, justice, and fidelity) as the cornerstone: 1. Identify the problem. 2. Apply the Code of Ethics. 3. Determine the nature and dimensions of the dilemma. 4. Generate potential courses of action. 5. Consider the potential consequences of all options and determine a course of action. 6. Evaluate the selected course of action. 7. Implement the course of action.

19 Reflective Practice needs to be infused in the process; part and parcel of each step in ethical decision making. Our own histories, vulnerabilities, and countertransference can influence our ability to make ethical decisions.

20 Act promptly and appropriately when a complaint is received Remedy any harm done and work to avoid further harm Apologize if appropriate Discuss with supervisor, manager, or consultant ways to remedy current situation and/or prevent it from happening in the future If the home visitor feels she/he acted appropriately, may be necessary to bring in 3 rd party for mediation or a second opinion

21 Jane Addams


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