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Ethical Decision-Making 1

Running Head: ETHICAL DECISION-MAKING SOCIAL WORK

Ethical Decision-Making in Social Work Education and Practice

Guide in Application of APA

Please Pay Attention to paragraphs highlighted in blue.

Dr. W. Gallant

47-211-01

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Table of Contents

Part I 3

Professional Integrity 3

Professional Knowledge 6

Self-Control 8

Part II 9

Elements of Value Conduct in the Classroom and Program 9

Sabotaging Ethical Guidelines 12


Ethical Decision-Making in Social Work Education and Practice

Part I

Social Work’s Code of Ethics is a clear statement of the purpose and values of the

profession, providing a unifying focus and drawing social workers together with a common

mission (Brill, 2001). Fundamental to ethical social work practice are the core values of

professional integrity, professional knowledge, and self-control. In this paper, I will address the

importance of these three values at the educational, personal, client, and societal level, and I will

discuss the ways in which my own values and behaviors are consistent with the values and

behaviors required by the profession. In Part II, I will focus on the ethical and professional value

conduct required by myself as a student in the social work program, as well as the ways in which

these ethical guidelines could be sabotaged in the program and in the classroom.

Professional Integrity

One of the core values inherent to social work education and practice is Integrity in

Professional Practice (Canadian Association of Social Workers, 2005a). The principles which

underlie the value of professional integrity for social workers include: the demonstration of

honesty, reliability, and impartiality; the adherence to social work values and ethical principles;

the establishment of boundaries; and, continual openness and transparency in practice (CASW,

2005a). Maintaining integrity ensures that the social worker practices in a way that is honest,

sincere, authentic, and respectful.

At an educational level, social work students learn to adopt the ethical principles of

professional integrity through their academic research, classroom learning, and the integrative

experience of field education. Practicing integrity within the social work program ensures

adherence to the School of Social Work’s Student Professional Behavior mandate (University of


Windsor, 2006), and prepares the student for professional social work roles in which the student

will interact with, and be responsible for, vulnerable persons and populations. In the classroom

setting, students facilitate each others’ development of integrity by listening to one another with

interest and respect, acknowledging other students’ contributions, opinions and ideas, and

sustaining an impartial acceptance of others’ differing attitudes and beliefs. Integrity is also

demonstrated through academic research, where students must credit sources of information

which they have used to support their ideas. Further, students must resist any temptation to cheat

on an exam or plagiarize a paper, and will exemplify integrity when reporting knowledge of a

fellow student’s engagement in such dishonorable practices (Cournoyer, 2008). NOTE THAT

THE “.” COMES AFTER THE BRACKETS, NOT BEFORE IT.

Integrity is also fostered through the interactions between student and teacher, both in the

classroom and in the field placement. In the classroom, the teacher illustrates integrity by

discussing its value as a concept, and by responding to students with empathy and respect. In

this way, the teacher promotes openness, and provides wisdom and insight to facilitate student

learning (W. Gallant, personal communication). In the placement setting, the field instructor

is also responsible for encouraging the student’s development of integrity by performing his or

her work activities with respect and authenticity, thus inspiring the student to learn by example.

Both classroom teacher and field instructor display professional integrity when they

acknowledge their mistakes, openly distinguish between personal opinion and professional

recommendation (Cournoyer, 2008), and candidly admit to not knowing all the answers.

At a personal level, integrity is important for maintaining healthy relationships with

family and friends, role-modeling for children, and self-actualizing as an individual. Healthy

relationships are built on trust and authenticity. Breaking confidences, lying, or treating others


unfairly, can be destructive to relationships with family, friends, fellow students, colleagues,

employers, and community members (Cournoyer, 2008). As a parent, I believe that if I

demonstrate integrity by behaving in an honest, sincere manner, with respect, empathy and a

non-judgmental attitude, then my children will learn to make choices that are beneficial to

themselves and to the greater society.

Students working in their field placement must demonstrate professional integrity when

interacting with clients, in order to build trust and inspire confidence. A client may feel

uncomfortable working with a social work student, believing perhaps that a student will be less

competent than a professional. Therefore, it is essential for the student to maintain a high

standard of professional conduct, while behaving in ways which promote the values of the

profession (CASW, 2005a). In the CASW Guidelines for Ethical Practice (CASW, 2005b),

responsibilities to clients include making the clients’ best interests a priority, establishing

appropriate boundaries, and remaining impartial. It is also important to keep promises and fulfill

commitments that you make to clients in practice (Cournoyer, 2008). As a developing social

worker, I feel it is imperative for me to gain awareness of and overcome any value judgments I

may have developed in my life. This can be difficult to do, as sometimes ideas are so ingrained

that it takes great effort to even see how they may be discriminatory and unfair. For example, in

my placement, the clients have been diagnosed with a severe mental illness, most commonly

schizophrenia. Due to exposure to media reports, fictional and nonfictional literature, and

hearsay, I admit that I have assumed that these clients are potentially capable of extreme, and

sometimes sudden, violence. I do not dwell on the possibility of violence, but the thought has

entered my mind occasionally, especially when alone with a client in my car, and these thoughts

may affect my behavior towards them. Similarly, a client in my placement prostitutes in order to


support her addictions, and while I have personal views and values with regard to this choice, I

must remain impartial, and refrain from imposing my views on the client (CASW, 2005a).

Social workers must uphold the value of professional integrity in order to help sustain

society’s faith in the profession. When a social worker or social service agency disgraces the

profession with fraudulent, dishonest, or neglectful practices, society takes notice. For example,

in the case of the little boy in Toronto who died of abuse and starvation at the hands of his

grandparents, the Catholic Children’s Aid Society neglectfully failed to check their own records,

placing the child in the care of convicted child abusers (CBC News: The Fifth Estate, n.d.). In

this case, society was rightfully outraged, resulting in a backlash against all Children’s Aid

Societies. Grave lapses of integrity can jeopardize the faith of clients and of society as a whole,

and may result in the profession being discredited.

Professional Knowledge

Competence in Professional Practice (CASW, 2005a), a core social work value,

advocates that social workers maintain the professional knowledge necessary to meet the needs

and problems of individuals and society. Furthermore, social workers are encouraged to strive to

increase their knowledge and skill, as well as contribute to the development of new professional

knowledge. At the educational level, students of social work develop their knowledge through

interactive classroom learning, as well as through supervised field settings. Professional

knowledge is developed through a process of understanding concepts, integrating the information

in a meaningful way, and operationalizing, by effectively putting into practice the skills learned

in the unique teaching and learning environment (Gallant, Holosko, & Gallant, 2007). (NOTE

THAT WHEN THERE ARE MULTIPLE AUTHORS, THE AUTHORS ARE DIVIDED

BY A COMA, EXCEPT FOR THE LAST AUTHOR THAT IS SEPERATED BY AN


ASTERAN). Self-efficacy is achieved when social workers can use their learned skills

effectively in specific situations with resultant positive outcomes; without this knowledgeable

competence, “social workers would likely be relatively inactive, passive observers rather

than energetic, collaborative agents of change” (Cournoyer, 2008, p.28). (IN THIS

INSTANCE, NOTE THAT ANY DIRECT QUOTE IS IN “----“ QUOTATION MARKS

AND MUST BE FOLLOWED BY THE AUTHOR, DATE, AND PAGE NUMBER AS

INDICATED.)

Professional knowledge is important at the personal level, especially with regard to the

specialized knowledge necessary for practice in unique settings. As an example, Cournoyer

(2008) notes that a social worker who is serving women affected by domestic violence would

need to have a vast knowledge base of current theories, research, and practices concerning

domestic abuse, in order to work effectively and competently in such a setting. This relates to

one of the principles underlying the value of professional competence - social workers must

practice within areas of demonstrated competency (CASW, 2005a). Social work students and

professionals can increase their personal knowledge and skill through participating in

professional workshops, reading and researching current, relevant social work literature, and

consulting with knowledgeable colleagues. However, social workers must not claim to have

expertise in any area just by reading or attending workshops (CASW, 2005b).

In the field setting, knowledge is assimilated through observation, hands-on experience,

and discussion with field instructors and other social workers at the agency. At my placement, I

am researching mental illnesses, such as schizophrenia and bipolar disorder, as well as the risk

factors associated with these diseases, the medications prescribed to clients, and various co-

morbid conditions that can occur. It is essential to have professional knowledge at the client


level in order to understand clients’ circumstances, and effectively apply social work skills for

positive change.

At the societal level, knowledge is a vehicle for change. Social workers actively

disseminate information to the public through advocacy, educational campaigns, and policy

reform. For example, social workers have organized and presented anti-bullying campaigns to

local schools in order to inform educators, parents, and children about this social problem, and to

effect change at a community level. Public awareness campaigns and fundraisers also contribute

to a growing knowledge of social issues, and raise money for community programs and further

research.

Self-Control

“Because social work practice involves the conscious and deliberate use of various facets

of yourself, you become the medium through which to convey knowledge, attitudes, and skill”

(Cournoyer, 2008, p.46). In order to serve others, social workers need to have a great depth of

self-understanding, self-awareness, and self-control. Personal growth and professional

development occur through the continual processes of self-reflection and introspection. At the

educational level, social work students are encouraged to reflect on their own learning on an

ongoing basis. Assignments are designed to compel students to assess their own skills, consider

their strengths and weaknesses, and make connections between what is learned in the classroom

and what is practiced in the field.

At the personal level, social workers must strive to understand how their own beliefs,

attitudes, and values may influence or even interfere with the decisions they make or the

approach they take in the profession (Cournoyer, 2008). Life experiences, personality traits, and

styles of relating can have an impact on the social worker’s ability to provide beneficial services.


As an example, if a social worker tends to self-disclose early in personal relationships, then he or

she might have difficulty with the self-control involved in holding back with a client, using

instead only facilitative self-disclosure (W. Gallant, personal communication). The CASW

Guidelines for Ethical Practice outlines several key responsibilities of the social worker with

respect to self-control, such as: maintaining appropriate boundaries, declaring conflicts of

interest, refraining from taking advantage of or exploiting professional relationships, and

avoiding outside relationships with clients (CASW, 2005b). Self-control is closely aligned with

integrity, and is one of the “true hallmarks of professionalism” (Cournoyer, 2005, p.47).

Clients of social work services deserve to be treated with respect and dignity. Further,

their issues of diversity should be taken into consideration, and their differences valued. When

interacting with a client, a social worker needs to be aware of any biases held that may impede

progress or affect the approaches taken. As a parent, I naturally feel protective of children and I

recognize that I would be biased against someone who has abused a child. It would take a great

deal of self-control to put my biases aside and treat the client with respect and dignity. Also, the

issue of protecting privacy and confidentiality would require self-control, as it can be tempting to

discuss experiences with other students or colleagues. In the process of gaining self-awareness, a

social worker might change long-held beliefs or stereotypes, especially as he or she becomes

more involved with diverse populations. When social workers gain the insight to change

personal biases, then they can influence the greater society to change as well, through advocating

for the pursuit of social justice.

Part II

Elements of Value Conduct in the Classroom and Program


Cournoyer (2008) states that social workers must have the optimism and belief that they

can make a difference. Personally, it is this desire to effect positive change which has motivated

me to choose social work as a career. Working with clients at my placement who have serious

mental illnesses has enabled me to gain an understanding of the tribulations that this population

faces, as well as given me insight into my own empathic skills. The School of Social Work

Student Professional Behavior document (University of Windsor, 2006) places particular

emphasis on students’ professional responsibilities towards vulnerable or disadvantaged groups.

This document emphasizes that students must adhere to the Code of Ethics both in school and in

the field. In a matter of weeks, I have learned that mental illness is extremely pervasive in this

community, and that the people affected usually face other issues and effects of diversity, such as

low socioeconomic status, discrimination, and inadequate access to resources. Such populations-

at-risk are created when society limits access to services, deprives people of basic needs, and

oppresses certain populations (Timberlake, Zajicek-Farber, & Sabatino, 2008). My belief in the

equality and rights of all people, as well as my essential qualities of empathy, sincerity, positive

regard and respect for others (Cournoyer, 2008) are consistent with the values expected in the

field as well as the classroom.

Policy S6: Student Code of Conduct (University of Windsor, 2005) states that University

students must commit to a behavior code that stresses respect for the dignity and individuality of

all people, which is consistent with the Social Work Code of Ethics’ value of respect for dignity

and worth of all (CASW, 2005a). The code of ethics mentions the diversity of Canadian society,

and the University of Windsor student population is a reflection of the diverse country in which

we live. I have respect for the right of all individuals to maintain their own unique beliefs, as

long as the beliefs do not infringe upon the rights of others, or put others in jeopardy. In this


way, it is important and invaluable to listen to my classmates, to understand their perspectives,

and to share my own. I know that I can gain much knowledge from fellow students as well as

the professor. All of us have unique thoughts and experiences which can be tools for learning.

As a student and an individual, I value confidentiality because of the trust that it inspires.

When a friend or family member confides in me, I feel both trusted and trustworthy, and my

relationship with that person is deepened. In the field, I want clients to feel that they can talk to

me freely, without worrying that what they have said might hurt them in the future. In the

classroom, students should feel comfortable sharing experiences with the same freedom,

knowing that others will respect their need for confidentiality.

An element I find relevant in terms of my own value conduct as a student is the idea of

the classroom as an environment for practical learning, where social work skills are learned,

practiced in the classroom, and reinforced in the field. The classroom provides a template for

developing social work students, where they can freely practice new skills with the teacher and

fellow classmates. Students are encouraged to use their developing skills when listening and

responding to the teacher and to other students. Students practice reflective listening by verbally

communicating what they have learned back to the teacher, which promotes better understanding

within the classroom and clears up any misconceptions (Gallant et al., 2007). In this way,

students are interning in the classroom, as they do in the field setting. One of the differences is

that in the classroom, students may feel freer to make mistakes without affecting an actual client.

In addition, students are all on a level field, all of them striving to become competent,

professional social workers.

Maintaining and increasing professional knowledge and skill begins in the social work

classroom. Research allows students to think critically and analyze social work literature,


extracting relevant information in order to both inform and support students’ own ideas. As

indicated in the Code of Ethics, social workers contribute to the development of the profession

by continually developing new professional knowledge. Further, instructors in the classroom

and in the field participate in the development of future social workers by passing on their

professional knowledge (CASW, 2005a).

Sabotaging Ethical Guidelines

Though adhering to the principles and values outlined in the Code of Ethics is relatively

straightforward, there are ways in which I could potentially sabotage these ethical guidelines,

whether intentionally or unintentionally. As mentioned previously, I value the principle of

confidentiality and the trust it inspires. However, even without revealing identities,

confidentiality could be broken just by talking about a client and their situation in detail amongst

classmates. What if a classmate recognizes that the client being discussed is someone they know

or are related to? Just by mentioning the placement agency and non-identifying details of a

client’s situation could potentially reveal someone’s identity.

Maintaining appropriate professional boundaries (CASW, 2005a) could potentially be an

area whereby ethical guidelines could be sabotaged. In the classroom setting, I may reveal

something about myself unintentionally that I did not want to reveal. Or perhaps a fellow

classmate discloses a personal difficulty in which he or she asks me to become involved, and it

creates a tension between us in the classroom if I decline. In the field, working with vulnerable

populations might create a boundary issue, as I might want to help the client so much that I

unintentionally jeopardize my own safety. The clients are in such dire straits that I might be

tempted to buy them things or do more for them than is mandated by the agency; hence, the


client could become confused or dependent, or might misinterpret my gesture as something other

than goodwill.

Conflicts can also arise when two ethical principles compete, such as confidentiality

versus the client’s well-being. (WHEN THE NAME OF TWO OR MORE AUTHORS ARE

NOT IN BACKETS, USE THE WORD “and” INSTEAD OF THE “&” ASTERAN.)

Landau and Osmo (2003) note that ethical dilemmas in social work practice often arise because

of competing ethical principles, and that social workers tend to adhere more to an internal

personal hierarchy of ethical principles than to more abstract professional values. Furthermore,

the authors state that the ethical hierarchies of social work students are mostly formed by the

time they embark on their professional life. Cournoyer (2008) provides an example of an ethical

dilemma where a former client threatens to commit suicide, and it is up to you, as a social

worker, to decide how to intervene. The conflict between the client’s well-being and his right to

confidentiality creates a tension in ethical decision-making. Depending on your hierarchy of

ethical principles, you might view confidentiality above all else, and perhaps the client will

complete his suicide. On the other hand, you might value his well-being more, thus breaking

confidentiality in order to prevent a fatal act. These conflicts in ethical decision-making could

potentially sabotage a social worker’s good ethical intentions.

Finally, I believe there could be a danger in becoming cynical about the imperfection of

the systems in which social workers practice. Even as a student in the field, I could become

influenced by the cynicism of people who have been practicing for years and who are often

underfunded and understaffed. As Brill (2001) notes, service decisions are most often made

depending on what is fundable. As society continually shifts focus, “hot” issues are usually the

ones to receive money for programming. Priorities change with political parties, and what is


important today may be forgotten tomorrow. With these constrained work situations, social

workers will find it harder to advocate on a macro level, to tackle social justice issues as part of

their practice (Brill, 2001). This can lead to cynicism, which may sabotage social work’s efforts.

When we are working in a placement that is underfunded and understaffed, or a placement where

little change is effected and clients are merely maintained in their situations, a social work

student could become cynical. This cynicism may transfer to the classroom setting, where

theories and strategies may apply to some, but not all, situations and client populations.

In conclusion, social work’s Code of Ethics is the window into the profession, where a

clear statement of the mission and values provides guidelines for social workers in their practice

(Brill, 2001). Professional integrity, knowledge, and self-control are fundamental values

required in the profession of social work. As students in the program, we must ensure that we,

too, adhere to these values and principles, both in the classroom and in the field. As Landau and

Osmo (2003) note, social workers must also be aware of their own belief systems in order to

understand the principles that guide their ethical decisions. If we, as developing social workers,

can integrate our values with the values of the social work code, maintaining our ethical and

professional conduct in the classroom and field setting, then we are sure to meet with success.


References

Brill, C. K. (2001). Looking at the social work profession through the eye of the NASW

Code of Ethics. Research on Social Work Practice, 11(2), 223-234.

Canadian Association of Social Workers. (2005a). CASW Code of Ethics.

Canadian Association of Social Workers. (2005b). CASW Guidelines for Ethical Practice.

CBC News: The Fifth Estate (n.d.). Failing Jeffrey Baldwin. Retrieved October 13, 2007,

from http://www.cbc.ca/fifth/failingjeffrey/

Cournoyer, B. (2008). The social work skills workbook (5th ed.). Belmont, CA: Brooks/Cole.

Gallant, W., Holosko, M., & Gallant, M. (2007). Cognitive, affective and experiential elements

in social work curriculum building: A new perspective in the synthesis of social work

education. Manuscript submitted for publication.

Landau, R. & Osmo, R. (2003). Professional and personal hierarchies of ethical principles.

International Journal of Social Welfare, 12, 42-49.

University of Windsor (2006). School of social work student professional behaviour.

University of Windsor (2005). Policy S6: Student code of conduct. Senate approved: May 11,

2005.

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