Ethical Decision-Making
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
XXXA000ZZZMAYYC00
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Ethical Decision-Making
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
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Ethical Decision-Making
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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
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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
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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
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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
Ethical Decision-Making
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 comorbid conditions that can occur. It is essential to have professional knowledge at the client
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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.
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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
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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 populationsat-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
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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,
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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
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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
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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.
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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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