{"id":22,"date":"2022-06-06T16:32:49","date_gmt":"2022-06-06T16:32:49","guid":{"rendered":"https:\/\/integrations.pressbooks.network\/testepubimportissue\/?post_type=chapter&#038;p=22"},"modified":"2022-06-06T16:32:49","modified_gmt":"2022-06-06T16:32:49","slug":"original-text-of-chapter-with-issue","status":"publish","type":"chapter","link":"https:\/\/integrations.pressbooks.network\/testepubimportissue\/chapter\/original-text-of-chapter-with-issue\/","title":{"raw":"original (text of chapter with issue)","rendered":"original (text of chapter with issue)"},"content":{"raw":"<h1 id=\"h.hjwr8dusurld\" class=\"c40\">Chapter 3:\r\n<a id=\"kix.songuvxtwjnw\"><\/a>\r\n<span class=\"c7\">Ethical Standards<\/span><\/h1>\r\n&nbsp;\r\n<h2 id=\"h.xy4fujxr567c\" class=\"c38\"><span class=\"c16 c10\">Chapter Overview<\/span><\/h2>\r\n<p class=\"c4\"><span class=\"c0\">[textbox class=shaded]<\/span><\/p>\r\n&nbsp;\r\n<h3 id=\"h.kntvlh5umxwr\" class=\"c11\"><span class=\"c9\">Standard 28 from \u201cEthical Standards for Human Services Professionals\u201d<\/span><\/h3>\r\n<p class=\"c4\"><span class=\"c0\">Ethical Standards for Human Services Professionals Standard 28: Human service professionals seek appropriate consultation and supervision to assist in decision-making when there are legal, ethical or other dilemmas (Barrett, 2019).[\/textbox]<\/span><\/p>\r\n<p class=\"c4\">One of the defining factors of a profession is that it contains a Code of Ethics. In this chapter we examine The Ethical Standards for Human Services Professionals.<\/p>\r\n<span class=\"c0\">Then the National Association of Social Workers (NASW) Code of Ethics is described for comparison and contrasting. Depending on where you work and what your role is you may use one of these codes, or another one entirely. In addition, there will be workplace standards and governmental laws that will regulate your work. Ethical Standard 28 refers to the responsibility that you have to consult and review when there is an ethical, legal or other dilemma that you face in your work.<\/span>\r\n\r\n&nbsp;\r\n<h3 id=\"h.hi8ohfcz72v8\" class=\"c20\"><span class=\"c9\">Chapter Learning Objectives<\/span><\/h3>\r\n<ol class=\"c5 lst-kix_gig0tb6a38im-0 start\" start=\"1\">\r\n \t<li class=\"c2 c12 li-bullet-0\"><span class=\"c0\">Recognize the value of codes of ethical standards.<\/span><\/li>\r\n \t<li class=\"c2 c12 li-bullet-0\"><span class=\"c0\">Describe the NOHS Code of Ethical Standards.<\/span><\/li>\r\n \t<li class=\"c2 c12 li-bullet-0\"><span class=\"c0\">Relate the NOHS Code of Ethical Standards to laws, policies, personal values and the NASW Ethical Code.<\/span><\/li>\r\n \t<li class=\"c2 c12 li-bullet-0\"><span class=\"c0\">Apply the Code of Ethical Standards to identified dilemmas.<\/span><\/li>\r\n<\/ol>\r\n&nbsp;\r\n<h3 id=\"h.hv9pnqtirpxk\" class=\"c11\"><span class=\"c9\">Key Terms<\/span><\/h3>\r\n<p class=\"c4\"><span class=\"c0\">Key Terms are important vocabulary for understanding the content of the chapters. They will be bolded and defined via an in-text glossary the first time that they appear in the chapter.<\/span><\/p>\r\n<p class=\"c4\"><span class=\"c0\">Key Terms for this chapter are: dilemma, ethics, National Association of Social Workers (NASW), National Organization of Human Services (NOHS), professionalism, social problem, standards<\/span><\/p>\r\n&nbsp;\r\n<h3 id=\"h.nsp776ei87wy\" class=\"c20\"><span class=\"c9\">References<\/span><\/h3>\r\n<p class=\"c4\">Barrett, S. (2019).\u00a0Ethical Standards for HS Professionals.\r\nNationalhumanservices.org\r\n; National Organization for Human Services.\r\n<span class=\"c21\">\r\n<\/span><\/p>\r\n<a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.nationalhumanservices.org\/ethical-standards-for-hs-professionals&amp;sa=D&amp;source=editors&amp;ust=1654280270053661&amp;usg=AOvVaw3rw-jnPODjVLDjTeVd-bsp\">https:\/\/www.nationalhumanservices.org\/ethical-standards-for-hs-professionals<\/a>\r\n<h3 id=\"h.pg5mdiloiuha\" class=\"c28\"><span class=\"c25 c36\">[textbox class=shaded]<\/span>\r\n<a id=\"id.tva7o5vmtt4l\"><\/a>\r\n<span class=\"c9\">Licenses and Attributions<\/span><\/h3>\r\n<h4 id=\"h.215idyjbm780\" class=\"c37\"><span class=\"c15 c10\">Open Content, Original<\/span><\/h4>\r\n<p class=\"c27\">\u201cChapter Overview\u201d by Elizabeth B. Pearce is licensed under\r\n<span class=\"c21\">\r\n<a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/creativecommons.org\/licenses\/by\/4.0\/&amp;sa=D&amp;source=editors&amp;ust=1654280270054903&amp;usg=AOvVaw3L7Ky4aBhlaMnpUbFo323d\">CC BY 4.0<\/a>\r\n<\/span>\r\n<span class=\"c0\">.[\/textbox] <\/span><\/p>\r\n&nbsp;\r\n<h2 id=\"h.bq1j6np30bb5\" class=\"c13\"><span class=\"c16 c10\">Ethical Standards for Human Services Professionals<\/span><\/h2>\r\n&nbsp;\r\n<h3 id=\"h.14ty1vgdo4p6\" class=\"c20\"><span class=\"c9\">Ethics and Professionalism<\/span><\/h3>\r\n<p class=\"c4\"><span class=\"c0\">As you consider entering the profession of human services, it is important to think about the role you will play as well as the responsibilities that come with that role. One of the joys and challenges of working with human beings is that unique interactions occur every day.\u00a0 Whether a director, a supervisor, a receptionist, an assistant or a case manager, you will encounter situations that you have not seen before. The field of human services was developed in response to human needs and human problems. It is a profession dedicated to helping diverse individuals solve the challenges that they face while valuing each person\u2019s community, culture and self-determination. While doing so, the professional must act with integrity and compassion with social justice in mind.<\/span><\/p>\r\n<p class=\"c4\">There is not a set of directions to follow when you work with individuals. When putting together a piece of furniture or preparing a tray of enchiladas you might follow instructions or recipes. You might even deviate a little bit or add your own flair to the project. Working with individuals and families, however, requires a stronger internal set of values and principles.\r\nThat foundation is one that you build inside yourself using the tools of education, experience, and understanding of ethics.<\/p>\r\n<p class=\"c4\"><span class=\"c10\">[textbox]<\/span>\r\n<span class=\"c10\">Ethical Standards for Human Services Professionals: <\/span>\r\n<span class=\"c21\">\r\n<\/span><\/p>\r\n<a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.nationalhumanservices.org\/ethical-standards-for-hs-professionals&amp;sa=D&amp;source=editors&amp;ust=1654280270056475&amp;usg=AOvVaw1rxBaaIPa7FO0QvdSsao6h\">https:\/\/www.nationalhumanservices.org\/ethical-standards-for-hs-professionals<\/a>\r\n\r\n<span class=\"c10\">[\/textbox] <\/span>\r\n<p class=\"c4\">There is a code of ethics for the human services profession that will help you build that foundation. In fact you will be required to use that code as soon as you start working in this profession, including during your practicum and internship experiences.\u00a0 All professions have a code of ethics and those codes have many similarities in terms of how they relate to being responsible toward clients, colleagues, and society. Psychologists, attorneys, medical professionals, and social workers all embed these obligations and duties within their ethical codes.\r\nIn this chapter we will focus on the Ethical Standards for Human Services Professionals; in the following chapter the National Association of Social Workers (NASW) Code of Ethics is analyzed.<\/p>\r\n<p class=\"c19\"><span class=\"c17\">\u00a0<\/span>\r\n<span style=\"overflow: hidden; margin: 0.00px 0.00px; border: 0.00px solid #000000; width: 560.00px; height: 373.52px;\">\r\n<img style=\"width: 560.00px; height: 373.52px; margin-left: 0.00px; margin-top: 0.00px;\" title=\"\" src=\"https:\/\/openoregon.pressbooks.pub\/app\/uploads\/sites\/252\/2022\/06\/image7-3.jpg\" alt=\"\" \/>\r\n<\/span><\/p>\r\n<p class=\"c4\"><span class=\"c0\">Figure 3.1. Ethics and values are intertwined with human, regional, national, and world cultures.<\/span><\/p>\r\n<p class=\"c4\"><span class=\"c0\">Whatever the profession, the code of ethics is embedded within the cultural ethos of the world and here, the cultural norms of the United States. As we examine ethics, we must also look at values and culture. It is important to note that different countries and cultures have differing values. and that there are many sub-cultures within the United States that conflict, complement and\/or mirror the overriding norms of the country.<\/span><\/p>\r\n<p class=\"c4\"><span class=\"c0\">It is critical to pay attention to the cultures and values of the families that you work with, as well as being mindful of\u00a0 your own ethics and values. Looking at all of these elements together is complicated and that is why it is being highlighted right as you start learning about this profession. It takes time, experience, education and reflection to develop your foundation. This chapter will support that building process.<\/span><\/p>\r\n&nbsp;\r\n<h3 id=\"h.ak1y5wuv5h53\" class=\"c20\"><span class=\"c9\">Structure of NOHS Code of Ethics: Two Sections<\/span><\/h3>\r\n<p class=\"c4\"><span class=\"c0\">The NOHS Code of Ethics consists of four sections:<\/span><\/p>\r\n\r\n<ul class=\"c5 lst-kix_h6iuu6pohvk3-0 start\">\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Preamble<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\">Ethical Standards<\/li>\r\n<\/ul>\r\n<p class=\"c4\"><span class=\"c0\">The set of ethical standards, adopted by the National Organization for Human Services in 2015, begins with a preamble that outlines the importance of each professional\u2019s behavior\u00a0 and the fundamental values of the human services profession. It\u00a0then goes on to describe 44 separate standards of responsibility to seven groups: clients, public and society, colleagues, employers, the profession, self and students.<\/span><\/p>\r\n&nbsp;\r\n<h4 id=\"h.49ixzru11qum\" class=\"c3\"><span class=\"c15 c10\">Preamble<\/span><\/h4>\r\n<p class=\"c4\"><span class=\"c0\">The preamble contains four introductory paragraphs.\u00a0 The first two paragraphs focus on characteristics of the profession such as helping others and paying attention to the context of individuals and families. It emphasizes the role of education and professional growth.<\/span><\/p>\r\n<p class=\"c4\"><span class=\"c0\">A key part of the preamble is the acknowledgment of the conflict that may exist between the code and other policies and expectations such as employer policies, credentialing boards, laws and personal beliefs. Each entity has some shared but some differing priorities and this can lead to inconsistencies in what is best in any given situation.\u00a0 We will look at ethical dilemmas later on to help us understand this section of the preamble better.<\/span><\/p>\r\n<p class=\"c4\"><span class=\"c0\">The fundamental values of human services are listed:<\/span><\/p>\r\n\r\n<ul class=\"c5 lst-kix_crcwcgccscd0-0 start\">\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">respecting dignity and welfare of all people.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">promoting self-determination.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">honoring cultural diversity.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">advocating for social justice.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">acting with integrity, honesty, genuineness and objectivity.<\/span><\/li>\r\n<\/ul>\r\n<p class=\"c4\"><span class=\"c0\">The last part of the preamble reminds us that professionals as well as students and educators are bound by these standards.<\/span><\/p>\r\n&nbsp;\r\n<h4 id=\"h.9hwzplrhjuaz\" class=\"c3\"><span class=\"c15 c10\">Ethical Standards<\/span><\/h4>\r\n<p class=\"c4\"><span class=\"c0\">These next seven sections include a brief introduction and then summarize the 44 standards into a bulleted list form.<\/span><\/p>\r\n&nbsp;\r\n<h4 class=\"c18\"><span class=\"c15 c10\">Responsibility to Clients<\/span><\/h4>\r\n<p class=\"c4\"><span class=\"c0\">Clients are the first and most obvious group to highlight. The very first standard describes the responsibility of recognizing and building on individual and community strengths. The prominence of this statement is key to the profession. There are nine total standards which include:<\/span><\/p>\r\n\r\n<ul class=\"c5 lst-kix_ru0ad4r7ro4n-0 start\">\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Be strengths-based.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Obtain informed consent.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Privacy and confidentiality.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Protect from danger or harm.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Avoid dual or multiple relationships.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Prohibit of sexual or romantic relationships.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Ensure that personal values or biases are not imposed.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Protect of client records.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Utilize technology in legal and confidential ways.<\/span><\/li>\r\n<\/ul>\r\n&nbsp;\r\n<h4 class=\"c18\"><span class=\"c15 c10\">Responsibility to the Public and Society<\/span><\/h4>\r\n<p class=\"c4\">Human services professionals are not focused on a singular client, or discrete clients and families. There is a responsibility in this profession to visualize all of society, to pay attention to\r\nsocial problems\r\n<span class=\"c0\">\u00a0and to how laws and policies affect communities. This profession has a social justice mission as these nine standards remind us:<\/span><\/p>\r\n\r\n<ol class=\"c5 lst-kix_9191529sw90p-0 start\" start=\"1\">\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Provide services without discrimination or preference related to social characteristics.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Be knowledgeable and respectful of diverse cultures and communities.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Be aware of laws and advocate for needed change.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Stay informed about current social problems.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Be aware of social and political issues that differentially affect people.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Provide ways to identify client needs and assets and advocate for needs.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Advocate for social justice and to eliminate oppression.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Accurately represent their credentials to the public.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Describe treatment programs accurately.<\/span><\/li>\r\n<\/ol>\r\n&nbsp;\r\n<h4 class=\"c18\"><span class=\"c15 c10\">Responsibility to Colleagues<\/span><\/h4>\r\n<p class=\"c4\"><span class=\"c0\">Being ethical in behavior toward colleagues is crucial to the healthy functioning of any agency, as well as across organizations. It\u2019s especially important to work together so that funding is used effectively and services are coordinated but not duplicated by multiple agencies. These four standards speak to the value of having integrity with everyone you work with:<\/span><\/p>\r\n\r\n<ol class=\"c5 lst-kix_or47l1mijy23-0 start\" start=\"1\">\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Coordinate, collaborate but do not duplicate services.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Deal with conflict by approaching the person directly; follow up with supervisor if needed<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Respond to unethical behavior of colleagues.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Keep consultations between colleagues private.<\/span><\/li>\r\n<\/ol>\r\n&nbsp;\r\n<h4 id=\"h.odjxwmss6kot\" class=\"c34\"><span class=\"c15 c10\">Responsibility to Employers<\/span><\/h4>\r\n<p class=\"c4\"><span class=\"c0\">The responsibility to your employer also serves clients and the public. These three standards emphasize this with a particular focus on seeking resolution if you experience a conflict of interest:<\/span><\/p>\r\n\r\n<ol class=\"c5 lst-kix_yjr27865cv87-0 start\" start=\"1\">\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Stick with commitments made to employers.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Create and maintain high quality services.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">In conflicts between responsibility to employer and responsibility to clients seek resolution with all involved.<\/span><\/li>\r\n<\/ol>\r\n&nbsp;\r\n<h4 id=\"h.r2seso4kg5pd\" class=\"c34\"><span class=\"c15 c10\">Responsibility to the Profession<\/span><\/h4>\r\n<ol class=\"c5 lst-kix_3geh4ztkn5hu-0 start\" start=\"1\">\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Gain education and experience to work effectively with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Know your own limits; serve others within those limits.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Seek help when you need it.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Promote cooperation amongst related disciplines.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Promote continuing development of the profession itself.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Continue to learn and practice new techniques; inform clients appropriately.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Conduct research ethically.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Be thoughtful about self-disclosure including on social media.<\/span><\/li>\r\n<\/ol>\r\n&nbsp;\r\n<h4 class=\"c18\"><span class=\"c15 c10\">Responsibility to Self<\/span><\/h4>\r\n<p class=\"c4\"><span class=\"c0\">Being responsible to yourself is the core of the ethical standards. Being self-aware of your feelings and health, as well as your own beliefs and biases will make you a more effective and ethical human services worker.<\/span><\/p>\r\n\r\n<ol class=\"c5 lst-kix_wk7uqdl7o8x1-0 start\" start=\"1\">\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Develop awareness of your own culture, beliefs, biases, and values.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Develop and maintain your own health.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Commit to lifelong learning.<\/span><\/li>\r\n<\/ol>\r\n&nbsp;\r\n<h4 class=\"c18\"><span class=\"c15 c10\">Responsibility to Students<\/span><\/h4>\r\n<p class=\"c4\"><span class=\"c0\">This is the only section of the code that calls out a particular subset of human services professionals: the educators. The final seven standards emphasize the special duty that educators have to students who are in a relationship where power and status are unequal. Educators model the standards at the same time that they are teaching across the breadth of the profession. In particular the structure, quality, and adherence to the code of the class setting, including field experiences, are the responsibility of the educator.<\/span><\/p>\r\n\r\n<ol class=\"c5 lst-kix_k26e21uvslei-0 start\" start=\"1\">\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Develop and implement culturally sensitive knowledge, awareness and teaching methodologies.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Commit to the principles of access and inclusion.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Demonstrate high standards of scholarship.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Recognize the contributions of students to the work of educators.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Monitor field experience sites; ensure quality and safety.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Establish guidelines for self-disclosure and opting out.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Awareness of power and status differential.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Ensure students are aware of ethical standards.<\/span><\/li>\r\n<\/ol>\r\n&nbsp;\r\n<h3 id=\"h.1sg8alj7szqn\" class=\"c20\"><span class=\"c9\">Complexities of Ethical Behavior<\/span><\/h3>\r\n<p class=\"c4\"><span class=\"c0\">Let\u2019s dig a little deeper into some of the ethical standards and how they might lead to questions and dilemmas for practitioners. In this section, we will<\/span><\/p>\r\n\r\n<ul class=\"c5 lst-kix_3k6huxhd9mlp-0 start\">\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Focus on the ways that individual standards may support or conflict with one another.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Contrast and compare common standards with national culture, policies and practices.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Focus on social justice.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Draw attention to the importance of examining your own values more deeply and how those connect to the Ethical Standards for Human Services Professionals.<\/span><\/li>\r\n<\/ul>\r\n<p class=\"c4\"><span class=\"c0\">It is worthwhile to view the ethical standards in these multiple contexts. Using and interpreting the ethical standards are a career-long process.<\/span><\/p>\r\n&nbsp;\r\n<h4 id=\"h.dj91nwsvid41\" class=\"c3\"><span class=\"c15 c10\">Privacy, Confidentiality and Safety<\/span><\/h4>\r\n<p class=\"c4\">Standards three and four appear in the second section of the Ethical Standards, for Human Services Professionals,\u00a0 Responsibility to Clients:<\/p>\r\n<p class=\"c4 c23\"><span class=\"c0\">STANDARD 3 Human service professionals protect the client\u2019s right to privacy and confidentiality except when such confidentiality would cause serious harm to the client or others, when agency guidelines state otherwise, or under other stated conditions (e.g., local, state, or federal laws). Human service professionals inform clients of the limits of confidentiality prior to the onset of the helping relationship.<\/span><\/p>\r\n<p class=\"c4 c23\">STANDARD 4 If it is suspected that danger or harm may occur to the client or to others as a result of a client\u2019s behavior, the human service professional acts in an appropriate and professional manner to protect the safety of those individuals. This may involve, but is not limited to, seeking consultation, supervision, and\/or breaking the confidentiality of the\r\nrelationship\r\n<span class=\"c0\">.<\/span><\/p>\r\n<p class=\"c4\"><span class=\"c0\">These two standards helpfully highlight the conflict between them in the last sentence of Standard four, which states that it might include \u201cbreaking the confidentiality of the relationship.\u201d Similar conflicting ethical standards appear in most codes for helping professions. Facing the dilemma of whether to break confidentiality in order to preserve someone\u2019s safety is one that many human services professionals will confront during their careers.\u00a0 In those circumstances, the worker should take into consideration:<\/span><\/p>\r\n\r\n<ul class=\"c5 lst-kix_rwghopgk6skd-0 start\">\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">The applicable laws and regulations of the region (e.g. when and to whom are reports made)<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">The workplace policies<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">The worker\u2019s role (e.g. counselor, manager, student, receptionist)<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">The Ethical Standards<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Any other resources and expectations<\/span><\/li>\r\n<\/ul>\r\n<p class=\"c4\"><span class=\"c0\">Notice that the professional\u2019s own personal beliefs and values are not on this list.\u00a0Nor are local or religious beliefs and values considered relevant to putting someone in danger. This relates to Standard thirty-four and the self-awareness that each professional is bound to keep of their own cultural backgrounds, values, and biases. What dilemmas might this pose for the professional?<\/span><\/p>\r\n&nbsp;\r\n<h4 id=\"h.tf8cf4i6dcw\" class=\"c3\"><span class=\"c15 c10\">Social Justice<\/span><\/h4>\r\n<p class=\"c4\">Standards 14 and 16 appear in the third section of the Ethical Standards, for Human Services Professionals, Responsibility to the Public and Society:<\/p>\r\n<p class=\"c4 c23\"><span class=\"c0\">STANDARD 14 Human service professionals are aware of social and political issues that differentially affect clients from diverse backgrounds.<\/span><\/p>\r\n<p class=\"c4 c23\">\u00a0STANDARD 16 Human service professionals advocate for social justice and seek to eliminate oppression. They raise awareness of the underserved population in their communities and with the legislative system\r\n.<\/p>\r\n<p class=\"c4\">Let\u2019s look at a social issue (aka social problem) that is currently affecting the United States, but disproportionately affecting people who are in ethnic groups that have been traditionally underrepresented. A social problem is typically defined as one that affects many people, affects the health and well-being of society, includes multiple causes and effects, and needs a systemic solution.\r\nSocial problems are discussed in depth in the What is a Social Problem? chapter.<\/p>\r\n<p class=\"c4\">The COVID-19 pandemic is acknowledged to fit this definition. As a correlation, the disproportionate COVID-19 illness and death rate of people in ethnic minority groups could also be described as a social problem. In the United States (with data reported from 14 states) 33% of COVID-19 hospitalizations are among African Americans, although they make up 18% of the population in those states. In New York City, death rates were higher for Black (92 per 100,00) and Latinx (74 per 100,00) people than for White (45 per 100,000) or Asian (34 per 100,000) people. So Black and Latinx people who get COVID-19 are about twice as likely to die as are White and Asian people.\u00a0 Native American and Alaskan Native rates of death and sickness are also disproportionately greater.\r\nAll of these trends are continuing to worsen.\r\n<span class=\"c21\">\r\n<\/span><\/p>\r\n<a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/covidtracking.com\/race\/dashboard&amp;sa=D&amp;source=editors&amp;ust=1654280270069161&amp;usg=AOvVaw0qonUK37vdJfYZp9H_R7lc\">For the most up to date national and state data, click here.<\/a>\r\n<p class=\"c4\"><span class=\"c0\">While we have the data to know that this is a social problem, how does this relate to the ethical standards?\u00a0 The next questions to ask are related.\u00a0 What contributes to underrepresented groups being more likely to get sick and also more likely to die if they are hospitalized for the illness?<\/span><\/p>\r\n<p class=\"c4\"><span class=\"c0\">The answers are complex, but here are some conclusions drawn from the Centers for Disease Control and Prevention (CDC) and other data. People from underrepresented groups are more likely to:<\/span><\/p>\r\n\r\n<ul class=\"c5 lst-kix_gfbrcdhvdyci-0 start\">\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Live in densely populated areas and housing with fewer services such as medical clinics.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Use public transportation more.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Work in jobs that are essential and\/or require exposure to the public such as transportation workers, store clerks, and factories supplying food or other essential products.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Work in jobs that have few or no benefits such as sick leave or health insurance, meaning that they may be more likely to go work even if they or family members are sick.<\/span><\/li>\r\n<\/ul>\r\n<p class=\"c4\"><span class=\"c0\">Although we have not discussed COVID-19 and age here, this chart is provided for contextual reasons.<\/span><\/p>\r\n<p class=\"c4\"><span style=\"overflow: hidden; margin: 0.00px 0.00px; border: 0.00px solid #000000; width: 560.00px; height: 312.67px;\">\r\n<img style=\"width: 560.00px; height: 312.67px; margin-left: 0.00px; margin-top: 0.00px;\" title=\"\" src=\"https:\/\/openoregon.pressbooks.pub\/app\/uploads\/sites\/252\/2022\/06\/image3-2.jpg\" alt=\"COVID chart that describes cases, hospitalization and death by race\/ethnicity\" \/>\r\n<\/span><\/p>\r\n<p class=\"c4\"><span class=\"c0\">Figures 3.2 and 3.3: The CDC collects data related to disease, race, age, and ethnicity.<\/span><\/p>\r\n<p class=\"c4\"><span class=\"c0\">Access to health care services and health care insurance is inequitable in the United States. In particular, states that have not expanded Medicaid funding as allowed under the Affordable Care Act have higher populations of ethnically underserved groups.<\/span><\/p>\r\n<p class=\"c4\"><span class=\"c0\">Whether this information is brand new to you, or you are familiar with this data, it seems obvious that there are multiple social problems to be unraveled and examined. Poverty and low socioeconomic status intersect with the racial and ethnic inequities examined here. All of us have been affected by the pandemic. Some of us have personal experiences with illness and death related to the pandemic.<\/span><\/p>\r\n<p class=\"c4\">The question is, how does the human services professional adhere to ethical standards 14 and 16?\u00a0Standard 14 talks about awareness. Just by reading this section of the text, your awareness has increased. What other steps could you take next to increase awareness?\u00a0 Standard 16 moves to another level, requiring the human services professional to advocate for justice. Advocacy takes many forms.\r\nHere are a few ideas:<\/p>\r\n\r\n<ul class=\"c5 lst-kix_moe4krjmccfi-0 start\">\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Educate yourself about information literacy.\u00a0 What are reliable sources of information?\u00a0 Read and view those.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Talk with people close to you. Share accurate information.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Listen closely to people from underrepresented groups. Believe their experience. Stand by them.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Write a letter or a postcard to your political representative.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">VOTE.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Take part in the Census and the American Community Survey.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Help amplify the voices of people of color (POC).\u00a0Feature them on your social media.<\/span><\/li>\r\n<\/ul>\r\n<p class=\"c4\"><span class=\"c0\">In the field of human services there is an ethical responsibility to work toward a better society.\u00a0 The role a person plays in the workplace will define specific responsibilities and time, allotment but each professional will also have a commitment to the ethical standards and to working toward social justice.<\/span><\/p>\r\n&nbsp;\r\n<h4 id=\"h.m574v2qnc6yy\" class=\"c3\"><span class=\"c15 c10\">Immersed in Values<\/span><\/h4>\r\n<p class=\"c4\">Standard 34 appears in the seventh section of the Ethical Standards for Human Services Professionals, Responsibility to Self.<\/p>\r\n<p class=\"c4 c23\">STANDARD 34 Human service professionals are aware of their own cultural backgrounds, beliefs, values, and biases. They recognize the potential impact of their backgrounds on their relationships with others and work diligently to provide culturally competent service to all of their\r\nclients\r\n<span class=\"c0\">.<\/span><\/p>\r\n<p class=\"c4\"><span class=\"c0\">Our personal values and beliefs come from multiple influences: our families, geography, the time we live in and one or more cultures that may include religion. They also come from the broadly held values, policies, and culture of the United States, and we will focus on that here for a moment.<\/span><\/p>\r\n<p class=\"c29\"><span style=\"overflow: hidden; margin: 0.00px 0.00px; border: 0.00px solid #000000; width: 300.00px; height: 245.00px;\">\r\n<img style=\"width: 300.00px; height: 245.00px; margin-left: 0.00px; margin-top: 0.00px;\" title=\"\" src=\"https:\/\/openoregon.pressbooks.pub\/app\/uploads\/sites\/252\/2022\/06\/image6-3.jpg\" alt=\"Wallace standing at podium gesturing\" \/>\r\n<\/span><\/p>\r\n<p class=\"c4\"><span class=\"c0\">Figure 3.4. David Foster Wallace was an acclaimed American author.<\/span><\/p>\r\n<p class=\"c4\">\u201cThere are these two young fish swimming along and they happen to meet an older fish swimming the other way, who nods at them and says \u201cMorning, boys. How\u2019s the water?\u201d And the two young fish swim on for a bit, and then eventually one of them looks over at the other and goes \u201cWhat the hell is water?\u201d \u2013David Foster Wallace<\/p>\r\n<p class=\"c4\"><span class=\"c0\">When we are immersed in something, we may not know exactly what it is. In the example above, the fish may not know to contrast water with\u00a0 other environments like the earth, or air. Living in the United States we are grounded in ideas such as \u201cfreedom\u201d, \u201cequality\u201d and \u201cpatriotism.\u201d But what do those words mean to you? And what do they mean in the context of the United States?<\/span><\/p>\r\n<p class=\"c4\"><span class=\"c0\">For example, The Declaration of Independence is commonly quoted to demonstrate that the United States is founded on equality: \u201cWe hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.\u201d<\/span><\/p>\r\n<p class=\"c4\"><span class=\"c0\">But as we know, this declaration did not apply to all men in the United States, but only to men who were White, and in some cases was limited to land-owners (early in the history of the United States individual states regulated the right to vote, so there was variability about which White men had access to equality, including voting).\u00a0 Not to mention women, at a time when the White culture defined sex and gender in a binary system.<\/span><\/p>\r\n<p class=\"c4\"><span class=\"c0\">Here is another concept of equality that also incorporates the idea of equity.\u00a0 As you view the image, which definition do you find yourself the most aligned with? In this drawing, \u201cequality\u201d is represented by each person having the same size box;\u00a0 \u201cequity\u201d shows each person having a box or boxes that help that person see over the fence; and in \u201cequity for all\u201d the solid fence is removed and everyone can see the game.<\/span><\/p>\r\n<p class=\"c29\"><span style=\"overflow: hidden; margin: 0.00px 0.00px; border: 0.00px solid #000000; width: 560.00px; height: 282.88px;\">\r\n<img style=\"width: 560.00px; height: 282.88px; margin-left: 0.00px; margin-top: 0.00px;\" title=\"\" src=\"https:\/\/openoregon.pressbooks.pub\/app\/uploads\/sites\/252\/2022\/06\/image5-3.jpg\" alt=\"Equality Equity Equity for all\" \/>\r\n<\/span><\/p>\r\n<p class=\"c4\"><span class=\"c0\">Figure 3.5. Equality, Equity, Equity for All.<\/span><\/p>\r\n<p class=\"c4\"><span class=\"c0\">One lesson is that each professional needs to spend time thinking deeply about what their own values are, and how they define those values.\u00a0 Examine the source of those values. If they come from \u201cthe water\u201d that you are immersed in, it may be time to poke your head out, reexamine and redefine your perspectives and values.<\/span><\/p>\r\n<p class=\"c19\"><span class=\"c22 c17\">\u00a0<\/span><\/p>\r\n<p class=\"c29\"><span style=\"overflow: hidden; margin: 0.00px 0.00px; border: 0.00px solid #000000; width: 560.00px; height: 420.00px;\">\r\n<img style=\"width: 560.00px; height: 420.00px; margin-left: 0.00px; margin-top: 0.00px;\" title=\"\" src=\"https:\/\/openoregon.pressbooks.pub\/app\/uploads\/sites\/252\/2022\/06\/image1-2.jpg\" alt=\"woman swimming in water with arms open wide\" \/>\r\n<\/span><\/p>\r\n<p class=\"c4\"><span class=\"c0\">Figure 3.6.\u00a0 When you are immersed in an environment\u2019s conditions, it is important to periodically assess how it affects you.<\/span><\/p>\r\n<p class=\"c4\"><span class=\"c0\">Standard thirty-four is about awareness: deep knowledge about yourself and about how your culture, beliefs, biases and values potentially interact with those of your clients and of society. This level of understanding does not come quickly or easily. While some of a person\u2019s core beliefs and behaviors may be stable over time, most people grow, change, and deepen in their thinking and beliefs.\u00a0 Age, experience, education and action all contribute to greater self-awareness.\u00a0 Action can come in the form of reflective thinking and writing, interaction with other thinkers and practitioners, and via thoughtful listening and discussion. As a student in the field of human services, you are engaged in this process simply by reading, reflecting and discussing the ethical standards. You are not expected to have all of the answers, but you are expected to be engaged in the process.<\/span><\/p>\r\n&nbsp;\r\n<h3 id=\"h.frsm058tbrk3\" class=\"c20\"><span class=\"c9\">Ethical Decision Making<\/span><\/h3>\r\n<p class=\"c4\"><span class=\"c0\">Human services workers must make difficult decisions, sometimes quickly, and sometimes without support or resources. It is helpful to have a model of decision making that you practice many times so that you can feel more confident about making decisions on your own. <\/span><\/p>\r\n<p class=\"c4\"><span class=\"c0\">The ETHICs decision-making model includes the following steps:<\/span><\/p>\r\n<p class=\"c2\"><span class=\"c10\">E<\/span>\r\n:\r\n<span class=\"c0\">Evaluate and define the problem. Examine relevant personal, societal, agency, client, and professional values. Gather information from all possible sources.<\/span><\/p>\r\n<p class=\"c2\"><span class=\"c10\">T:<\/span><\/p>\r\n<span class=\"c0\">Think about which ethical standard applies, as well as relevant laws and agency rules. Brainstorm possible actions and decisions.<\/span>\r\n<p class=\"c2\"><span class=\"c10\">H<\/span>\r\n:\r\n<span class=\"c0\">Hypothesize about the possible consequences of different actions.<\/span><\/p>\r\n<p class=\"c2\"><span class=\"c10\">I<\/span>\r\n:\r\n<span class=\"c0\">Identify who will benefit and who will be harmed.<\/span><\/p>\r\n<p class=\"c2\"><span class=\"c10\">C:<\/span><\/p>\r\n<span class=\"c0\">Consult with supervisor and colleagues about the most ethical choice.<\/span>\r\n<p class=\"c2\"><span class=\"c10\">S:<\/span><\/p>\r\n<span class=\"c0\">Select an action. Implement the action. (Ling &amp; Hauck, 2016)<\/span>\r\n<p class=\"c4\"><span class=\"c0\">After the action has been implemented, an important final step is to evaluate the action. Who has been harmed? Who has benefitted? Is there any additional information that you have gained, that you wish you had known earlier? All of these questions will help you to evaluate the decision and inform your practice for the next time that you face a dilemma.<\/span><\/p>\r\n\r\n<h3 id=\"h.53knonuchmvl\" class=\"c20\"><span class=\"c25\">[textbox class]<\/span><\/h3>\r\n<a id=\"kix.zh7krxiijeix\"><\/a>\r\n<span class=\"c9\">Activity: Ethical Dilemmas<\/span>\r\n<p class=\"c4\"><span class=\"c0\">As a human services worker you are likely to face a situation where there is not a clear answer right away or when you are forced to choose between two or more decisions.\u00a0 Each choice might bring\u00a0 undesirable outcomes for one or more persons (Dolgoff, Harrington, &amp; Loewenberg, 2009). These are known as ethical dilemmas.<\/span><\/p>\r\n&nbsp;\r\n<h4 id=\"h.sqyvzu4k67d4\" class=\"c3\"><span class=\"c15 c10\">For each dilemma<\/span><\/h4>\r\n<ol class=\"c5 lst-kix_mnuln4z76c4b-0 start\" start=\"1\">\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Identify standards that you would consider using to solve this dilemma.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Select the primary standard(s) from that group that speak most directly to this dilemma.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Make a note of both groups\u2013those you considered and those you end up selecting.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Follow as many of the steps of ETHICS and describe what you would do.<\/span><\/li>\r\n<\/ol>\r\n&nbsp;\r\n<h5 id=\"h.en37vbs0o492\" class=\"c3\"><span class=\"c30 c26\">Dilemma One: Fundraising<\/span><\/h5>\r\n<p class=\"c4\"><span class=\"c0\">You work for an agency that serves middle school and high school aged youth. About \u2153 of the youth identify somewhere in the LGBTQ+ community and the agency hosts a regular support group for these youth.<\/span><\/p>\r\n<p class=\"c4\"><span class=\"c0\">It\u2019s time for the annual fundraiser, and your employer asks you to downplay any mention of the LGBTQ+ support because some of the big funders are opposed to supporting people with this social identity.<\/span><\/p>\r\n&nbsp;\r\n<h5 id=\"h.ur4yzccxg98m\" class=\"c3\"><span class=\"c26 c30\">Dilemma Two: Pediatric Surgery<\/span><\/h5>\r\n<p class=\"c4\"><span class=\"c0\">You are a medical social worker and a surgeon at a children\u2019s hospital strongly recommends that a child have surgery. The parents of the child refuse to consent to the surgery due to the complications and risks. The surgeon asks you to convince the parents to agree to let him operate regardless of the parents\u2019 concerns.<\/span><\/p>\r\n&nbsp;\r\n<h5 id=\"h.m5crbo8kas1a\" class=\"c3\"><span class=\"c30 c26\">Dilemma Three: Work Expectations<\/span><\/h5>\r\n<p class=\"c4\"><span class=\"c0\">You are a court advocate for clients. A regular client calls you for help at a scheduled court hearing that has been moved up an hour unexpectedly. You have promised your employer you would stay in the office to answer phones while the administrative assistant is at lunch.<\/span><\/p>\r\n&nbsp;\r\n<h5 id=\"h.p8gw2k3hyf6n\" class=\"c3\"><span class=\"c30 c26\">Dilemma Four: Embezzling Funds<\/span><\/h5>\r\n<p class=\"c4\"><span class=\"c0\">A client tells you that he intends to embezzle funds from his employer.<\/span><\/p>\r\n<p class=\"c4\">As you can see, ethics must be considered within the context of multiple systems. The most complicated are the overlapping cultures that affect us: the cultural context of the individuals and families that are served, the employers\u2019 beliefs and priorities, the professional\u2019s own culture, and the ways that societal values and policies affect everyone. These are not to be given equal weight, but they are all factors in the work and ethical life of the helping professional. Being ethical requires weighing multiple factors in order to make the best decision that you can in each unique circumstance.\r\n<span class=\"c22 c10 c26\">[\/textbox]<\/span><\/p>\r\n&nbsp;\r\n<h3 id=\"h.m34bqjw0g6w7\" class=\"c11\">References<\/h3>\r\n<p class=\"c19\"><span class=\"c8\">As pandemic deaths add up, racial disparities persist\u2014And in some cases worsen<\/span>\r\n<span class=\"c17\">. (n.d.). NPR.Org. Retrieved September 25, 2020, from <\/span>\r\n<span class=\"c17 c32\">\r\n<\/span><\/p>\r\n<a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.npr.org\/sections\/health-shots\/2020\/09\/23\/914427907\/as-pandemic-deaths-add-up-racial-disparities-persist-and-in-some-cases-worsen&amp;sa=D&amp;source=editors&amp;ust=1654280270077884&amp;usg=AOvVaw3WHuE7xmW8PVsN3LUZcQfc\">https:\/\/www.npr.org\/sections\/health-shots\/2020\/09\/23\/914427907\/as-pandemic-deaths-add-up-racial-disparities-persist-and-in-some-cases-worsen<\/a>\r\n<p class=\"c19\"><span class=\"c17\">CDC. (2020, April 30). <\/span>\r\n<span class=\"c8\">Communities, schools, workplaces, &amp; events<\/span>\r\n<span class=\"c17\">. Centers for Disease Control and Prevention. <\/span>\r\n<span class=\"c17 c32\">\r\n<a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.cdc.gov\/coronavirus\/2019-ncov\/community\/health-equity\/race-ethnicity.html&amp;sa=D&amp;source=editors&amp;ust=1654280270078348&amp;usg=AOvVaw2tdl9Cw45DtZEAe6OO2qsS\">https:\/\/www.cdc.gov\/coronavirus\/2019-ncov\/community\/health-equity\/race-ethnicity.html<\/a>\r\n<\/span><\/p>\r\n<p class=\"c19\"><span class=\"c8\">Declaration of independence: A transcription<\/span>\r\n<span class=\"c17\">. (2015, November 1). National Archives. <\/span>\r\n<span class=\"c17 c32\">\r\n<a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.archives.gov\/founding-docs\/declaration-transcript&amp;sa=D&amp;source=editors&amp;ust=1654280270078764&amp;usg=AOvVaw3-rafhDkYqrs0EEp57Oom8\">https:\/\/www.archives.gov\/founding-docs\/declaration-transcript<\/a>\r\n<\/span><\/p>\r\n<p class=\"c19\"><span class=\"c17\">Dolgoff, R., Harrington, D., &amp; Loewenberg, F. M. (2009). <\/span>\r\n<span class=\"c8\">Ethical decisions for social work practice<\/span>\r\n<span class=\"c17\">\u00a0(9<\/span>\r\n<span class=\"c17 c35\">th<\/span>\r\n<span class=\"c17\">\u00a0ed.). Belmont, CA: Brooks\/Cole Kirby, T. (2020). Evidence mounts on the disproportionate effect of COVID-19 on ethnic minorities. <\/span>\r\n<span class=\"c8\">The Lancet Respiratory Medicine<\/span>\r\n<span class=\"c17\">, <\/span>\r\n<span class=\"c8\">8<\/span>\r\n<span class=\"c17\">(6), 547\u2013548. <\/span>\r\n<span class=\"c17 c32\">\r\n<a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/doi.org\/10.1016\/S2213-2600(20)30228-9&amp;sa=D&amp;source=editors&amp;ust=1654280270079394&amp;usg=AOvVaw0hxukNUQF-eigV3YrzByB0\">https:\/\/doi.org\/10.1016\/S2213-2600(20)30228-9<\/a>\r\n<\/span><\/p>\r\n<p class=\"c19\"><span class=\"c17\">Ling, T., &amp; Hauck, J. (2016). <\/span>\r\n<span class=\"c8\">The ETHICS Model: Comprehensive, Ethical Decision Making<\/span>\r\n<span class=\"c22 c17\">. https:\/\/www.counseling.org\/docs\/default-source\/vistas\/the-ethics-model.pdf?sfvrsn=c9c24a2c_4<\/span><\/p>\r\n<p class=\"c19\"><span class=\"c17\">National Organization for Human Services. (2015). Ethical Standards for Human Services Professionals. Retrieved from <\/span>\r\n<span class=\"c17 c32\">\r\n<a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.nationalhumanservices.org\/ethical-standards-for-hs-professionals&amp;sa=D&amp;source=editors&amp;ust=1654280270079943&amp;usg=AOvVaw1SvQb4CV4oyb195lyFRFVM\">https:\/\/www.nationalhumanservices.org\/ethical-standards-for-hs-professionals<\/a>\r\n<\/span><\/p>\r\n\r\n<h3 id=\"h.a3ijkz8tajzx\" class=\"c33\"><span class=\"c25 c36\">[textbox class=shaded]<\/span>\r\n<span class=\"c9\">Licenses and Attributions<\/span><\/h3>\r\n<h4 id=\"h.f6iknn6mcvux\" class=\"c37\"><span class=\"c10 c15\">Open Content, Original<\/span><\/h4>\r\n<p class=\"c27\">\u201cEthical Standards for Human Services Professionals\u201d by Elizabeth B. Pearce is licensed under\r\n<span class=\"c21\">\r\n<a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/creativecommons.org\/licenses\/by\/4.0\/&amp;sa=D&amp;source=editors&amp;ust=1654280270080563&amp;usg=AOvVaw1JQQJGOZ2DeuWdamzxLc24\">CC BY 4.0<\/a>\r\n<\/span>\r\n<span class=\"c0\">. <\/span><\/p>\r\n\r\n<h4 id=\"h.dhqxvsawidt8\" class=\"c33\"><span class=\"c15 c10\">Open Content, Shared Previously<\/span><\/h4>\r\n<p class=\"c4\">Figure 3.1. \u201cPersonas mirando en la noche\u201d from\r\n<span class=\"c21\">\r\n<a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/pxhere.com\/en\/photo\/1454151&amp;sa=D&amp;source=editors&amp;ust=1654280270081034&amp;usg=AOvVaw20ZYVsBEFKkkR5uMZXdx0I\">https:\/\/pxhere.com\/en\/photo\/1454151\u00a0<\/a>\r\n<\/span>\r\n<span class=\"c0\">by Susan Cipriano in the public domain<\/span><\/p>\r\n<p class=\"c4\"><span class=\"c0\">Figures 3.2 and 3.3. \u201cCOVID-19 cases, hospitalizations, and deaths by race and ethnicity\u201d\u00a0 and \u201cCOVID-19 cases, hospitalizations, and deaths by age\u201d from the Centers for Disease Control and Prevention are in the public domain<\/span><\/p>\r\n<p class=\"c4\">Figure 3.4. \u201cDavid Foster Wallace\u201d from\r\n<span class=\"c21\">\r\n<a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/images.app.goo.gl\/uP58FceupdfJK8UQ7&amp;sa=D&amp;source=editors&amp;ust=1654280270081475&amp;usg=AOvVaw29_KvbZV21pfRzfm_jZODe\">https:\/\/images.app.goo.gl\/uP58FceupdfJK8UQ7 \u00a0<\/a>\r\n<\/span>\r\nby Steve Rhodes is licensed by\r\n<span class=\"c21\">\r\n<a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/creativecommons.org\/licenses\/by-nc-sa\/2.0&amp;sa=D&amp;source=editors&amp;ust=1654280270081702&amp;usg=AOvVaw3oKtCQ81WhGxpBqlbloRHc\">CC BY NC SA 2.0<\/a>\r\n<\/span><\/p>\r\n<p class=\"c4\">Figure 3.5. \u201cEquality, Equity, Equity for All\u201d by Katie Niemeyer. License:\r\n<span class=\"c21\">\r\n<a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/creativecommons.org\/licenses\/by\/4.0&amp;sa=D&amp;source=editors&amp;ust=1654280270082020&amp;usg=AOvVaw0uosEHYu-EfVMiJSYHD9sN\">CC BY 4.0<\/a>\r\n<\/span>\r\n. Based on\r\n<span class=\"c21\">\r\n<a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/interactioninstitute.org\/illustrating-equality-vs-equity&amp;sa=D&amp;source=editors&amp;ust=1654280270082251&amp;usg=AOvVaw2YKWraWxQPQd0zEvblFIZ_\">ideas originally illustrated<\/a>\r\n<\/span>\r\n<span class=\"c0\">\u00a0by Angus Maguire\u00a0and Craig Froehle.<\/span><\/p>\r\n<p class=\"c4\">Figure 3.6.\r\n<span class=\"c21\">\r\n<a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.flickr.com\/photos\/49329116@N08\/4625539002&amp;sa=D&amp;source=editors&amp;ust=1654280270082626&amp;usg=AOvVaw0S4uHfcgEgjSC_roXD3zRH\">\u201c19_03_2010-Open Water Diver-TauchSport-Steininger\u201d<\/a>\r\n<\/span>\r\nby\r\n<span class=\"c21\">\r\n<a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.flickr.com\/photos\/49329116@N08&amp;sa=D&amp;source=editors&amp;ust=1654280270082862&amp;usg=AOvVaw0iKXJQ8-nSBaY6Q2usiYwK\">TauchSport_Steininger<\/a>\r\n<\/span>\r\nis licensed under\r\n<span class=\"c21\">\r\n<a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/creativecommons.org\/licenses\/by\/2.0\/?ref%3Dccsearch%26atype%3Drich&amp;sa=D&amp;source=editors&amp;ust=1654280270083123&amp;usg=AOvVaw1gSMfGx3q2jbWULUcXohTg\">CC BY 2.0<\/a>\r\n<\/span>\r\n. [\/textbox]<\/p>\r\n&nbsp;\r\n<h2 id=\"h.o25bnil3i0bh\" class=\"c13\"><span class=\"c16 c10\">National Association of Social Workers Code of Ethics<\/span><\/h2>\r\n<p class=\"c4\"><span class=\"c0\">Like human services, social work is considered a helping profession and it also has ethical guidelines. Social workers are vital members of the helping community and can be seen assisting many other helping professions such as nursing, counseling, and teaching (Cournoyer, 2011). Helping professions address a multitude of problems or dilemmas often involving a person\u2019s physical, mental, social, intellectual, and spiritual well-being.<\/span><\/p>\r\n<p class=\"c29\"><span style=\"overflow: hidden; margin: 0.00px 0.00px; border: 0.00px solid #000000; width: 281.00px; height: 108.00px;\">\r\n<img style=\"width: 281.00px; height: 108.00px; margin-left: 0.00px; margin-top: 0.00px;\" title=\"\" src=\"https:\/\/openoregon.pressbooks.pub\/app\/uploads\/sites\/252\/2022\/06\/image2-1.gif\" alt=\"NASW logo, text: National Association of Social Workers\" \/>\r\n<\/span><\/p>\r\n<p class=\"c4\"><span class=\"c0\">Figure 3.7. NASW logo. All Rights Reserved. Used under fair use.<\/span><\/p>\r\n<p class=\"c4\"><span class=\"c0\">As someone in a helping profession, you are responsible for important decisions, some of which have legal effects. Often these decisions involve ethical choices in the best interest of clients\u2019 lives. This code is relevant to all social workers, social work students, and social work educators regardless of their specific duties or settings.<\/span><\/p>\r\n<p class=\"c4\">The NASW Code of Ethics in English:\r\n<span class=\"c21\">\r\n<\/span><\/p>\r\n<a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.socialworkers.org\/About\/Ethics\/Code-of-Ethics\/Code-of-Ethics-English&amp;sa=D&amp;source=editors&amp;ust=1654280270084086&amp;usg=AOvVaw0985iyuMwGq0Xf_pvJaysL\">https:\/\/www.socialworkers.org\/About\/Ethics\/Code-of-Ethics\/Code-of-Ethics-English<\/a>\r\n\r\nThe NASW Code of Ethics in Spanish:\r\n\r\n<span class=\"c21\">\r\n<a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.socialworkers.org\/About\/Ethics\/Code-of-Ethics\/Code-of-Ethics-Spanish&amp;sa=D&amp;source=editors&amp;ust=1654280270084350&amp;usg=AOvVaw356B5UWR2C_NiQ8IaoBP12\">https:\/\/www.socialworkers.org\/About\/Ethics\/Code-of-Ethics\/Code-of-Ethics-Spanish<\/a>\r\n<\/span>\r\n<p class=\"c4\"><span class=\"c0\">To be an ethical and professional social worker one must have a thorough understanding of the Code of Ethics and the legal obligations social workers are responsible for (Cournoyer, 2011). When encountering specific dilemmas, you as a social worker are responsible for knowing what ethical principle or value best applies to that situation. You must also be able to think critically to determine the best outcome for all parties involved (Woodcock, 2011).<\/span><\/p>\r\n<p class=\"c4\"><span class=\"c0\">This chapter is designed to help explore another code of ethics.<\/span><\/p>\r\n&nbsp;\r\n<h3 id=\"h.9d46l7u9pqpb\" class=\"c20\"><span class=\"c9\">Establishment\u00a0 and Updates of the NASW Code of Ethics<\/span><\/h3>\r\n<p class=\"c4\"><span class=\"c0\">Social work is grounded on the concepts of social justice and fairness and the idea that all people should be treated equally. Clearly, when looking at the history of our nation, not all people have been treated equally. In the nineteenth century, social work became known as the calling that responded to the needs of vulnerable populations and those living in poverty. Through the rise of settlement houses and charity organization societies in the twentieth century and during the Great Depression, social workers promoted and provided new ways to address structural problems (Reamer, 2006)<\/span><\/p>\r\n<p class=\"c4\"><span class=\"c0\">As social work endeavored to gain recognition as a profession, the need arose for a formal code of ethics. While there were many social workers who helped pave the way, in 1920 Mary Richmond provided an experimental Code of Ethics which served as a base for many other social workers seeking social justice, equality, and fairness for vulnerable and oppressed populations (Reamer, 2006). Richmond\u2019s Code of Ethics served as a guide to the first edition of the NASW Code of Ethics which was constructed in October of 1960. This document, developed by the NASW\u2019s Delegate Assembly of the National Association of Social Workers, officially defined the duties and obligations for which a social worker is responsible. The 1960 edition defined fourteen responsibilities social workers were obligated to fulfill based on the mission of social work, and even included a discrimination clause. With the first revision in place the social work profession established a sense of professionalism.<\/span><\/p>\r\n<p class=\"c29\"><span style=\"overflow: hidden; margin: 0.00px 0.00px; border: 0.00px solid #000000; width: 182.00px; height: 278.00px;\">\r\n<img style=\"width: 182.00px; height: 278.00px; margin-left: 0.00px; margin-top: 0.00px;\" title=\"\" src=\"https:\/\/openoregon.pressbooks.pub\/app\/uploads\/sites\/252\/2022\/06\/image4-3.jpg\" alt=\"black and white photograph of Mary Richmond\" \/>\r\n<\/span><\/p>\r\n<p class=\"c4\"><span class=\"c0\">Figure 3.8: Mary Richmond, a significant pioneer in the field of social work.<\/span><\/p>\r\n<p class=\"c4\">For more information on Mary Richmond, see\r\n<span class=\"c21\">\r\n<\/span><\/p>\r\n<a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=http:\/\/socialwelfare.library.vcu.edu\/social-work\/richmond-mary&amp;sa=D&amp;source=editors&amp;ust=1654280270085568&amp;usg=AOvVaw3A7_6R-5nBpWLbLzNRwFFL\">http:\/\/socialwelfare.library.vcu.edu\/social-work\/richmond-mary<\/a>\r\n<p class=\"c4\"><span class=\"c0\">The NASW Code of Ethics continues to be updated. Many significant revisions have been created as the needs of the increasingly diverse population social workers serve continue to change. Shortly after the publishing of the 1960 Code of Ethics, social workers became concerned with the Code\u2019s suggestions for handling ethical dilemmas. In an effort to address these concerns, a task force was established to revise the original Code of Ethics (Reamer, 2006). In 1979, the NASW Delegate Assembly continued to work on the revisions as needed. It was not until the 1990\u2019s when the NASW Code of Ethics was significantly modified again.<\/span><\/p>\r\n<p class=\"c4\"><span class=\"c0\">During the 1990\u2019s the Code of Ethics had several impactful changes that were centered on the relationship between clients and social workers (Reamer, 2006). The profession began to stress the importance of maintaining professional boundaries with clients as social workers started to become more involved in clients\u2019 lives. Five new principles were also included in the Code of Ethics that were centered on social work impairment and dual relationships. This led to a major revision due to the profession\u2019s developing understanding of ethical issues previously not addressed resulting in the public and media paying more attention to the NASW Code of Ethics.<\/span><\/p>\r\n<p class=\"c4\"><span class=\"c0\">In 2008, a major advancement occurred which incorporated the terms sexual orientation, gender identity, and immigration status into the non-discrimination standards in the Code of Ethics. This was a significant update because for a long period of time these groups of people have been heavily discriminated against in the United States and throughout the world.<\/span><\/p>\r\n<p class=\"c4\">The most recent updates to the NASW Code of Ethics occurred in 2017 and involved updating the Code to catch up with technological changes.\r\n<span class=\"c21\">\r\n<a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.socialworkers.org\/About\/Ethics\/Code-of-Ethics\/Highlighted-Revisions-to-the-Code-of-Ethics&amp;sa=D&amp;source=editors&amp;ust=1654280270086289&amp;usg=AOvVaw2XIGYRfuvhPKIJuNY6v7am\">To view an updated version, with the most recent changes highlighted in yellow, read here.<\/a>\r\n<\/span><\/p>\r\n&nbsp;\r\n<h3 id=\"h.se6l61jcpsyo\" class=\"c20\"><span class=\"c9\">Structure of NASW Code of Ethics: Four Sections<\/span><\/h3>\r\n<p class=\"c4\"><span class=\"c0\">\u00a0The NASW Code of Ethics consists of four sections:<\/span><\/p>\r\n\r\n<ol class=\"c5 lst-kix_r7zvlk8mmb6o-0 start\" start=\"1\">\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Preamble<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Purpose<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Ethical Principles<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Ethical Standards (Woodcock, 2011)<\/span><\/li>\r\n<\/ol>\r\n<p class=\"c4\"><span class=\"c0\">The first section, the preamble, is intended to outline Social Work\u2019s mission and core values while the second section provides a purpose and overview of the NASW Code of Ethics and how to handle or deal with ethical dilemmas (Woodcock, 2011). The third section, which is labeled Ethical Principles, helps define ethical principles based on Social Work\u2019s six core values. Finally, the fourth section provides detailed ethical standards for which social workers are held accountable. It is important that as future social workers you are familiar with all four sections as they are intended to serve as guidelines for practice.<\/span><\/p>\r\n&nbsp;\r\n<h4 id=\"h.gq7qa2ph5b8h\" class=\"c3\"><span class=\"c15 c10\">Preamble<\/span><\/h4>\r\n<p class=\"c4\"><span class=\"c0\">Social Work\u2019s mission is \u201cto enhance human well-being and help meet the basic human needs of all people, with attention to the needs and empowerment of people who are vulnerable, oppressed, and living in poverty\u201d (Cournoyer, 2011, p. 160). With this mission, social workers should have a clear indication of what is expected when entering the field and practicing as a social worker. The six core values of Social Work are derived from the mission statement.<\/span><\/p>\r\n<p class=\"c4\"><span class=\"c0\">Social workers should take pride in their work as they are seeking to improve the lives of others, and enhance the well-being of society. It is important to recognize social work\u2019s primary mission, but as social workers you will also need to best represent the agency or organization you are working for. Every agency or organization will have their own guidelines or rules and may even have a different code of ethics; it is then your responsibility to incorporate those guidelines along with the NASW Code of Ethics. Social workers have many different roles and can be found in many areas of work, but the primary goal is to endorse social justice (Woodcock, 2011).<\/span><\/p>\r\n&nbsp;\r\n<h4 id=\"h.b1n9yza53d0u\" class=\"c3\"><span class=\"c15 c10\">Purpose<\/span><\/h4>\r\n<p class=\"c4\"><span class=\"c0\">The purpose of the NASW Code of Ethics is to hold social workers to a high standard of professionalism. It serves six purposes:<\/span><\/p>\r\n\r\n<ol class=\"c5 lst-kix_9re483xchyl5-0 start\" start=\"1\">\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Identifying core values on which social work\u2019s mission is based.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Summarizing broad ethical principles that reflect the profession\u2019s core values and establishes a set of specific ethical standards that should be used to guide social work practice.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Helping social workers identify relevant considerations when professional obligations conflict or ethical uncertainties arise.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Providing ethical standards to which the general public can hold the social work profession accountable.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Socializing practitioners new to the field to social work\u2019s mission, values, ethical principles, and ethical standards.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Articulating standards that the social work profession itself can use to assess whether social workers have engaged in unethical conduct. NASW has formal procedures to adjudicate ethics complaints filed against its members. (NASW, 2021)<\/span><\/li>\r\n<\/ol>\r\n&nbsp;\r\n<h4 id=\"h.bom9879b8dx1\" class=\"c3\"><span class=\"c15 c10\">Ethical Principles<\/span><\/h4>\r\n<p class=\"c4\"><span class=\"c0\">The ethical principles are based on the six core values of social work. These six values are important for all social workers to recognize and apply to their practice. They should help direct you in all ethical decisions or dilemmas you encounter. Social workers should also be conscientious of these values when working with clients, talking with co-workers, writing grants, or any other role a social worker performs, even if an ethical dilemma does not present itself. During your education, these six values will become much more significant than you may have imagined. You will learn true definitions of these terms and how to apply them to your practice.<\/span><\/p>\r\n<p class=\"c4\"><span class=\"c0\">Today the term value is used in a variety of ways with many meanings. In the field of social work the six core values provide a framework for us that are connected in three important ways. First, the six core values have a direct relationship with clients, colleagues, and members of the broader society. Secondly, these six values derive from social work's overall mission statement, and lastly, these six values relate to the resolution of ethical dilemmas and interventions that social workers use in their work (Reamer, 2006).<\/span><\/p>\r\n<p class=\"c4\"><span class=\"c0\">The six core values of social work are listed as:<\/span><\/p>\r\n\r\n<ol class=\"c5 lst-kix_6wp3k69a55z1-0 start\" start=\"1\">\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Service<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Social Justice<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Dignity and Worth of a Person<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Importance of Human Relationships<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Integrity<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Competence<\/span><\/li>\r\n<\/ol>\r\n&nbsp;\r\n<h3 id=\"h.62sfz0illa5v\" class=\"c20\"><span class=\"c9\">Activity: Values Comparison<\/span><\/h3>\r\n<p class=\"c4\"><span class=\"c0\">Both codes of ethics include a set of values, that are \u201cfundamental\u201d (NOHS) or\u00a0 \u201ccore\u201d (NASW) to the profession. While they may be worded differently, they contain similar ideas. Compare and contrast the values to one another. Are they more similar or more different?<\/span><\/p>\r\n\r\n<h4 id=\"h.pvt7bajy1cuk\" class=\"c34\"><span class=\"c15 c10\">Ethical Standards for Human Services Professionals<\/span><\/h4>\r\n<ul class=\"c5 lst-kix_c2wmpiwq1e0l-0 start\">\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Respecting dignity and welfare of all people.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Promoting self-determination.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Honoring cultural diversity.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Advocating for social justice.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\">Acting with integrity, honesty, genuineness and objectivity.<\/li>\r\n<\/ul>\r\n<h4 id=\"h.ngevzvhce2ya\" class=\"c34\"><span class=\"c17\">\u00a0<\/span>\r\n<span class=\"c15 c10\">Code of Ethics (National Association of Social Workers)<\/span><\/h4>\r\n<ul class=\"c5 lst-kix_4ce3tecd1ip1-0 start\">\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Service<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Social justice<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Dignity and worth of the person<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Importance of human relationships<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Integrity<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\">Competence<\/li>\r\n<\/ul>\r\n&nbsp;\r\n<h4 id=\"h.h672nrho1q12\" class=\"c3\"><span class=\"c15 c10\">Ethical Standards<\/span><\/h4>\r\n<p class=\"c4\"><span class=\"c0\">The ethical standards of social work consist of six important groups to whom social workers are responsible, similar to the seven groups to whom human services workers are responsible.<\/span><\/p>\r\n\r\n<ol class=\"c5 lst-kix_kxurw2wqu2ux-0 start\" start=\"1\">\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">To clients<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">To colleagues<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">In practice settings<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">As professionals<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">To the social work profession<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">To broader society<\/span><\/li>\r\n<\/ol>\r\n<p class=\"c4\"><span class=\"c0\">It is interesting to compare the groups; the NASW code identifies \u201cpractice settings\u201d (the places where you might do a beginning practicum or an internship) while the NOHS standards do not. Instead, NOHS identifies responsibilities to \u201ceducators\u201d, which includes both classroom and practice settings. In addition to these groups, the standards for human services also include \u201cresponsibility to self\u201d and \u201cresponsibility to employers\u201d as key elements of the code. But the NASW doesn\u2019t leave these groups out. In 2017, the NASW Code of Ethics added this paragraph to its \u201cPurpose\u201d section:<\/span><\/p>\r\n<p class=\"c4\"><span class=\"c0\">Professional self-care is paramount for competent and ethical social work practice. Professional demands, challenging workplace climates, and exposure to trauma warrant that social workers maintain personal and professional health, safety, and integrity. Social work organizations, agencies, and educational institutions are encouraged to promote organizational policies, practices, and materials to support social workers\u2019 self-care \u00a0(NASW, 2021).<\/span><\/p>\r\n<p class=\"c4\"><span class=\"c0\">The NASW code addresses some ethical dilemmas directly. Common ethical violations to be aware of consist of the following:<\/span><\/p>\r\n\r\n<ul class=\"c5 lst-kix_h0e2oust79rw-0 start\">\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Sexual activity with clients and colleagues<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Dual relationship<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Boundary violations<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Failure to seek supervision<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Failure to use practice skills<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Fraudulent behavior<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Premature termination<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Inadequate provisions for case transfer or referral<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Failure to discuss policies as part of informed consent with clients (Cournoyer, 2011)<\/span><\/li>\r\n<\/ul>\r\n&nbsp;\r\n<h3 id=\"h.as9p9hdrpsac\" class=\"c20\"><span class=\"c9\">Which Codes of Ethics Will You Use?<\/span><\/h3>\r\n<p class=\"c4\"><span class=\"c0\">In this chapter you have developed an understanding of some of the similarities and differences\u00a0 between the NASW Code of Ethics\u00a0 and the NOHS Code of Ethical Standards. It\u2019s possible that you will use the NASW code, or another professional code such as one of the following in your future work:<\/span><\/p>\r\n\r\n<ul class=\"c5 lst-kix_j5hlljys0dyo-0 start\">\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c21\">\u00a0<\/span><\/li>\r\n<\/ul>\r\n<a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.ncfr.org\/cfle-certification\/cfle-code-ethics%23:~:text%3DThe%2520following%2520core%2520values%2520are,practice%2520with%2520humility%2520and%2520warmth.&amp;sa=D&amp;source=editors&amp;ust=1654280270095271&amp;usg=AOvVaw1UXQAo7Wuvy5CBCpc29jlZ\">The Code of Professional Ethics for Certified Family Life Educators<\/a>\r\n\r\n<span class=\"c0\">\u00a0 (National Council on Family Relations)<\/span>\r\n\r\n<span class=\"c21\">\r\n<a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.naeyc.org\/resources\/position-statements\/ethical-conduct&amp;sa=D&amp;source=editors&amp;ust=1654280270096017&amp;usg=AOvVaw2tnc7SLgfFUeOS1DmXWvlv\">Code of Ethical Conduct and Statement of Commitment<\/a>\r\n<\/span>\r\n<span class=\"c0\">\u00a0 National Association for the Education of Young Children (NAEYC)<\/span>\r\n\r\n<span class=\"c21\">\r\n<a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.apha.org\/-\/media\/files\/pdf\/membergroups\/ethics\/code_of_ethics.ashx&amp;sa=D&amp;source=editors&amp;ust=1654280270096548&amp;usg=AOvVaw1CjWftEc0ouUvsHSQAhSA6\">Public Health Code of Ethics\u00a0\u00a0<\/a>\r\n<\/span>\r\n<span class=\"c0\">\u00a0American Public Health Association (APHA)<\/span>\r\n<p class=\"c4\"><span class=\"c0\">If you are a human services worker in an early childhood\u00a0 education setting you may be bound by the NAEYC code; if you work in a public health setting, it is likely that the APHA code will be used. You don\u2019t need to become an expert on all these codes just yet!\u00a0 But you should understand to find out which code is used at any setting where you are doing volunteer work, an internship, or are employed. Even if your setting requires a different code of ethics, you should still keep the human services code in mind. Ethics are complicated and these codes are designed to help you hold high standards and make the best decisions possible within your profession.<\/span><\/p>\r\n&nbsp;\r\n<h3 id=\"h.4mzfb1y9216s\" class=\"c20\"><span class=\"c9\">References<\/span><\/h3>\r\n<p class=\"c19\"><span class=\"c17\">Congress, E. P. (2000). What social workers should know about ethics: Understanding and resolving ethical dilemmas. <\/span>\r\n<span class=\"c8\">Advances in Social Work, 1<\/span>\r\n<span class=\"c22 c17\">(1), 1-25.<\/span><\/p>\r\n<p class=\"c19\"><span class=\"c17\">Cournoyer, B. (2011). <\/span>\r\n<span class=\"c8\">The social work skills workbook<\/span>\r\n<span class=\"c17\">\u00a0(7<\/span>\r\n<span class=\"c17 c35\">th<\/span>\r\n<span class=\"c22 c17\">\u00a0ed.). Belmont, CA: Brooks\/Cole.<\/span><\/p>\r\n<p class=\"c19\"><span class=\"c17\">NASW. (2021).\u00a0<\/span>\r\n<span class=\"c8\">Code of Ethics<\/span>\r\n<span class=\"c22 c17\">. National Association of Social Workers. https:\/\/www.socialworkers.org\/About\/Ethics\/Code-of-Ethics\/Code-of-Ethics-English<\/span><\/p>\r\n<p class=\"c19\"><span class=\"c17\">Reamer, F. G. (2006). <\/span>\r\n<span class=\"c8\">Social work values and ethics<\/span>\r\n<span class=\"c17\">\u00a0(2<\/span>\r\n<span class=\"c17 c35\">nd<\/span>\r\n<span class=\"c22 c17\">\u00a0ed.). New York, NY: Columbia University Press.<\/span><\/p>\r\n<p class=\"c19\"><span class=\"c17\">Woodcock, R. (2011). Ethical standards in the NASW code of ethics: The explicit legal model and beyond. <\/span>\r\n<span class=\"c8\">Families in Society, 92<\/span>\r\n<span class=\"c17\">(1), 21-27. <\/span>\r\n<span class=\"c17 c32\">\r\n<\/span><\/p>\r\n<a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=http:\/\/doi.org\/10.1606\/1044-3894.4052&amp;sa=D&amp;source=editors&amp;ust=1654280270098874&amp;usg=AOvVaw0X7kJpOx1Hy7NAGo9Rd0cx\">doi.org\/10.1606\/1044-3894.4052<\/a>\r\n<h3 id=\"h.52enqifakn1m\" class=\"c33\"><span class=\"c25 c36\">[textbox class=shaded]<\/span>\r\n<span class=\"c9\">Licenses and Attributions<\/span><\/h3>\r\n<h4 id=\"h.61mk82f2ohzt\" class=\"c37\"><span class=\"c15 c10\">Open Content, Original<\/span><\/h4>\r\n<p class=\"c27\">\u201cNational Association of Social Workers Code of Ethics\u201d by Elizabeth B. Pearce is licensed under\r\n<span class=\"c21\">\r\n<a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/creativecommons.org\/licenses\/by\/4.0\/&amp;sa=D&amp;source=editors&amp;ust=1654280270099687&amp;usg=AOvVaw0wevuhdMfE-mhVnJZqgBoT\">CC BY 4.0<\/a>\r\n<\/span>\r\n<span class=\"c0\">. <\/span><\/p>\r\n\r\n<h4 id=\"h.jb09z64ohdsm\" class=\"c33\"><span class=\"c15 c10\">Open Content, Shared Previously<\/span><\/h4>\r\n<p class=\"c4\">For Comparison: NASW Code of Ethics is from\r\n<span class=\"c21\">\r\n<a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/ferrisintroductiontosocialwork.pressbooks.com\/chapter\/chapter-2-nasw-code-of-ethics&amp;sa=D&amp;source=editors&amp;ust=1654280270100266&amp;usg=AOvVaw38wkYm0Y6414Hz89mU2uLQ\">NASW Code of Ethics<\/a>\r\n<\/span>\r\nby Colton Cnossen and Ferris State University Department of Social Work,\r\n<span class=\"c21\">\r\n<a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/ferrisintroductiontosocialwork.pressbooks.com&amp;sa=D&amp;source=editors&amp;ust=1654280270100579&amp;usg=AOvVaw06Et4SstSWE_A8tE2Oi8JX\">Introduction to Social Work at Ferris State University<\/a>\r\n<\/span>\r\nis licensed under\r\n<span class=\"c21\">\r\n<a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/creativecommons.org\/licenses\/by\/4.0&amp;sa=D&amp;source=editors&amp;ust=1654280270100838&amp;usg=AOvVaw0W6XIwohZktn9mKIuuE6fw\">CC BY 4.0.\u00a0<\/a>\r\n<\/span>\r\n<span class=\"c0\">Adaptation: Edited for brevity and contextualized for human services profession.<\/span><\/p>\r\n<p class=\"c4\"><span class=\"c0\">Figure 3.8. Photo of Mary Richmond is in the public domain.<\/span><\/p>\r\n\r\n<h4 id=\"h.igybask61u8o\" class=\"c33\"><span class=\"c15 c10\">All Rights Reserved Content, Shared Previously<\/span><\/h4>\r\n<p class=\"c4\">Figure 3.7. NASW logo (c) the\r\n<span class=\"c21\">\r\n<a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.socialworkers.org&amp;sa=D&amp;source=editors&amp;ust=1654280270101533&amp;usg=AOvVaw3J9zVif72kqLYpg7LMd1ui\">National Association of Social Workers<\/a>\r\n<\/span>\r\n<span class=\"c0\">\u00a0is used under fair use.[\/textbox]<\/span><\/p>\r\n&nbsp;\r\n<h2 id=\"h.ydmp1kcxd1gk\" class=\"c13\"><span class=\"c10 c16\">Key Takeaways and Discussion Questions<\/span><\/h2>\r\n<p class=\"c19\"><span class=\"c22 c17\">Included in this section are tools for the reader to refresh and retain the knowledge.\u00a0 A Key Takeaway serves one of three purposes:<\/span><\/p>\r\n\r\n<ul class=\"c5 lst-kix_z7laf02pzjne-0 start\">\r\n \t<li class=\"c24 li-bullet-1\"><span class=\"c22 c17\">highlighting an especially complex aspect of the chapter;<\/span><\/li>\r\n \t<li class=\"c24 li-bullet-2\"><span class=\"c22 c17\">summarizing an overarching idea; or<\/span><\/li>\r\n \t<li class=\"c24 li-bullet-1\"><span class=\"c22 c17\">emphasizing an idea that invites the reader to think about it more deeply, to connect to life experiences, and\/or additional learnings.<\/span><\/li>\r\n<\/ul>\r\n<p class=\"c19\"><span class=\"c22 c17\">Discussion Questions are recommended for individual reflection or class discussion.<\/span><\/p>\r\n&nbsp;\r\n<h3 id=\"h.8d2aifnldgw\" class=\"c20\"><span class=\"c9\">Key Takeaways<\/span><\/h3>\r\n<ul class=\"c5 lst-kix_7euxgjd68ql-0 start\">\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">An ethical code must be considered within the context of multiple systems. The most complicated are the overlapping cultures that affect us: the cultural context of the individuals and families that are served, the professional\u2019s own culture,\u00a0 societal values and policies and workplace expectations. These are not to be given equal weight, but they are all factors in the work and ethical life of the helping professional.<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">The purpose of presenting these interwoven concepts now is to give human services students an introduction to the ideas. Having an ethical code is a tool that will serve practitioners, the people serve, and society.<\/span><\/li>\r\n<\/ul>\r\n&nbsp;\r\n<h3 id=\"h.ukvzweopa5an\" class=\"c20\"><span class=\"c9\">Discussion Questions<\/span><\/h3>\r\n<ol class=\"c5 lst-kix_hosmt7otj01j-0 start\" start=\"1\">\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">What is the purpose of having a code of ethics?<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">What are the key similarities between the NOHS standards and the NASW code? the key differences?<\/span><\/li>\r\n \t<li class=\"c1 li-bullet-0\"><span class=\"c0\">Design an ethical dilemma that you could imagine facing.<\/span><\/li>\r\n<\/ol>\r\n&nbsp;\r\n<h3 id=\"h.opdx4o2ra6du\" class=\"c11\">Key Terms<\/h3>\r\n<p class=\"c4\"><span class=\"c0\">Dilemma: a situation where there is not a clear answer right away or when you are forced to choose between two or more decisions.<\/span><\/p>\r\n<p class=\"c4\"><span class=\"c0\">Ethics:<\/span><\/p>\r\n<p class=\"c4\"><span class=\"c0\">National Association of Social Workers (NASW):<\/span><\/p>\r\n<p class=\"c4\"><span class=\"c0\">National Organization of Human Services (NOHS):<\/span><\/p>\r\n<p class=\"c4\"><span class=\"c0\">Professionalism:<\/span><\/p>\r\n<p class=\"c4\"><span class=\"c0\">Social problem: <\/span><\/p>\r\n<p class=\"c4\"><span class=\"c0\">Standards:<\/span><\/p>\r\n<p class=\"c4 c39\"><span class=\"c0\">\u00a0<\/span><\/p>\r\n\r\n<h3 id=\"h.afc47jmib1j1\" class=\"c14\"><span class=\"c25 c36\">[textbox class=shaded]<\/span>\r\n<span class=\"c9\">Licenses and Attributions<\/span><\/h3>\r\n<h4 id=\"h.5idk0edksizm\" class=\"c14\"><span class=\"c15 c10\">Open Content, Original<\/span><\/h4>\r\n<p class=\"c27\">\u201cConclusion\u201d by Elizabeth B. Pearce and Yvonne Smith is licensed under\r\n<span class=\"c21\">\r\n<\/span><\/p>\r\n<a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/creativecommons.org\/licenses\/by\/4.0\/&amp;sa=D&amp;source=editors&amp;ust=1654280270105479&amp;usg=AOvVaw19aJ7PX71E-NH8_qVqhLR9\">CC BY 4.0<\/a>\r\n\r\n<span class=\"c0\">.[\/textbox]<\/span>","rendered":"<h1 id=\"h.hjwr8dusurld\" class=\"c40\">Chapter 3:<br \/>\n<a id=\"kix.songuvxtwjnw\"><\/a><br \/>\n<span class=\"c7\">Ethical Standards<\/span><\/h1>\n<p>&nbsp;<\/p>\n<h2 id=\"h.xy4fujxr567c\" class=\"c38\"><span class=\"c16 c10\">Chapter Overview<\/span><\/h2>\n<p class=\"c4\"><span class=\"c0\"><\/p>\n<div class=\"textbox shaded\">\n<p><\/span><\/p>\n<p>&nbsp;<\/p>\n<h3 id=\"h.kntvlh5umxwr\" class=\"c11\"><span class=\"c9\">Standard 28 from \u201cEthical Standards for Human Services Professionals\u201d<\/span><\/h3>\n<p class=\"c4\"><span class=\"c0\">Ethical Standards for Human Services Professionals Standard 28: Human service professionals seek appropriate consultation and supervision to assist in decision-making when there are legal, ethical or other dilemmas (Barrett, 2019).<\/p>\n<\/div>\n<p><\/span><\/p>\n<p class=\"c4\">One of the defining factors of a profession is that it contains a Code of Ethics. In this chapter we examine The Ethical Standards for Human Services Professionals.<\/p>\n<p><span class=\"c0\">Then the National Association of Social Workers (NASW) Code of Ethics is described for comparison and contrasting. Depending on where you work and what your role is you may use one of these codes, or another one entirely. In addition, there will be workplace standards and governmental laws that will regulate your work. Ethical Standard 28 refers to the responsibility that you have to consult and review when there is an ethical, legal or other dilemma that you face in your work.<\/span><\/p>\n<p>&nbsp;<\/p>\n<h3 id=\"h.hi8ohfcz72v8\" class=\"c20\"><span class=\"c9\">Chapter Learning Objectives<\/span><\/h3>\n<ol class=\"c5 lst-kix_gig0tb6a38im-0 start\" start=\"1\">\n<li class=\"c2 c12 li-bullet-0\"><span class=\"c0\">Recognize the value of codes of ethical standards.<\/span><\/li>\n<li class=\"c2 c12 li-bullet-0\"><span class=\"c0\">Describe the NOHS Code of Ethical Standards.<\/span><\/li>\n<li class=\"c2 c12 li-bullet-0\"><span class=\"c0\">Relate the NOHS Code of Ethical Standards to laws, policies, personal values and the NASW Ethical Code.<\/span><\/li>\n<li class=\"c2 c12 li-bullet-0\"><span class=\"c0\">Apply the Code of Ethical Standards to identified dilemmas.<\/span><\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<h3 id=\"h.hv9pnqtirpxk\" class=\"c11\"><span class=\"c9\">Key Terms<\/span><\/h3>\n<p class=\"c4\"><span class=\"c0\">Key Terms are important vocabulary for understanding the content of the chapters. They will be bolded and defined via an in-text glossary the first time that they appear in the chapter.<\/span><\/p>\n<p class=\"c4\"><span class=\"c0\">Key Terms for this chapter are: dilemma, ethics, National Association of Social Workers (NASW), National Organization of Human Services (NOHS), professionalism, social problem, standards<\/span><\/p>\n<p>&nbsp;<\/p>\n<h3 id=\"h.nsp776ei87wy\" class=\"c20\"><span class=\"c9\">References<\/span><\/h3>\n<p class=\"c4\">Barrett, S. (2019).\u00a0Ethical Standards for HS Professionals.<br \/>\nNationalhumanservices.org<br \/>\n; National Organization for Human Services.<br \/>\n<span class=\"c21\"><br \/>\n<\/span><\/p>\n<p><a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.nationalhumanservices.org\/ethical-standards-for-hs-professionals&amp;sa=D&amp;source=editors&amp;ust=1654280270053661&amp;usg=AOvVaw3rw-jnPODjVLDjTeVd-bsp\">https:\/\/www.nationalhumanservices.org\/ethical-standards-for-hs-professionals<\/a><\/p>\n<h3 id=\"h.pg5mdiloiuha\" class=\"c28\"><span class=\"c25 c36\"><\/p>\n<div class=\"textbox shaded\">\n<p><\/span><br \/>\n<a id=\"id.tva7o5vmtt4l\"><\/a><br \/>\n<span class=\"c9\">Licenses and Attributions<\/span><\/h3>\n<h4 id=\"h.215idyjbm780\" class=\"c37\"><span class=\"c15 c10\">Open Content, Original<\/span><\/h4>\n<p class=\"c27\">\u201cChapter Overview\u201d by Elizabeth B. Pearce is licensed under<br \/>\n<span class=\"c21\"><br \/>\n<a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/creativecommons.org\/licenses\/by\/4.0\/&amp;sa=D&amp;source=editors&amp;ust=1654280270054903&amp;usg=AOvVaw3L7Ky4aBhlaMnpUbFo323d\">CC BY 4.0<\/a><br \/>\n<\/span><br \/>\n<span class=\"c0\">.<\/p>\n<\/div>\n<p> <\/span><\/p>\n<p>&nbsp;<\/p>\n<h2 id=\"h.bq1j6np30bb5\" class=\"c13\"><span class=\"c16 c10\">Ethical Standards for Human Services Professionals<\/span><\/h2>\n<p>&nbsp;<\/p>\n<h3 id=\"h.14ty1vgdo4p6\" class=\"c20\"><span class=\"c9\">Ethics and Professionalism<\/span><\/h3>\n<p class=\"c4\"><span class=\"c0\">As you consider entering the profession of human services, it is important to think about the role you will play as well as the responsibilities that come with that role. One of the joys and challenges of working with human beings is that unique interactions occur every day.\u00a0 Whether a director, a supervisor, a receptionist, an assistant or a case manager, you will encounter situations that you have not seen before. The field of human services was developed in response to human needs and human problems. It is a profession dedicated to helping diverse individuals solve the challenges that they face while valuing each person\u2019s community, culture and self-determination. While doing so, the professional must act with integrity and compassion with social justice in mind.<\/span><\/p>\n<p class=\"c4\">There is not a set of directions to follow when you work with individuals. When putting together a piece of furniture or preparing a tray of enchiladas you might follow instructions or recipes. You might even deviate a little bit or add your own flair to the project. Working with individuals and families, however, requires a stronger internal set of values and principles.<br \/>\nThat foundation is one that you build inside yourself using the tools of education, experience, and understanding of ethics.<\/p>\n<p class=\"c4\"><span class=\"c10\"><\/p>\n<div class=\"textbox\">\n<p><\/span><br \/>\n<span class=\"c10\">Ethical Standards for Human Services Professionals: <\/span><br \/>\n<span class=\"c21\"><br \/>\n<\/span><\/p>\n<p><a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.nationalhumanservices.org\/ethical-standards-for-hs-professionals&amp;sa=D&amp;source=editors&amp;ust=1654280270056475&amp;usg=AOvVaw1rxBaaIPa7FO0QvdSsao6h\">https:\/\/www.nationalhumanservices.org\/ethical-standards-for-hs-professionals<\/a><\/p>\n<p><span class=\"c10\"><\/p>\n<\/div>\n<p> <\/span><\/p>\n<p class=\"c4\">There is a code of ethics for the human services profession that will help you build that foundation. In fact you will be required to use that code as soon as you start working in this profession, including during your practicum and internship experiences.\u00a0 All professions have a code of ethics and those codes have many similarities in terms of how they relate to being responsible toward clients, colleagues, and society. Psychologists, attorneys, medical professionals, and social workers all embed these obligations and duties within their ethical codes.<br \/>\nIn this chapter we will focus on the Ethical Standards for Human Services Professionals; in the following chapter the National Association of Social Workers (NASW) Code of Ethics is analyzed.<\/p>\n<p class=\"c19\"><span class=\"c17\">\u00a0<\/span><br \/>\n<span style=\"overflow: hidden; margin: 0.00px 0.00px; border: 0.00px solid #000000; width: 560.00px; height: 373.52px;\"><br \/>\n<img decoding=\"async\" style=\"width: 560.00px; height: 373.52px; margin-left: 0.00px; margin-top: 0.00px;\" title=\"\" src=\"https:\/\/openoregon.pressbooks.pub\/app\/uploads\/sites\/252\/2022\/06\/image7-3.jpg\" alt=\"\" \/><br \/>\n<\/span><\/p>\n<p class=\"c4\"><span class=\"c0\">Figure 3.1. Ethics and values are intertwined with human, regional, national, and world cultures.<\/span><\/p>\n<p class=\"c4\"><span class=\"c0\">Whatever the profession, the code of ethics is embedded within the cultural ethos of the world and here, the cultural norms of the United States. As we examine ethics, we must also look at values and culture. It is important to note that different countries and cultures have differing values. and that there are many sub-cultures within the United States that conflict, complement and\/or mirror the overriding norms of the country.<\/span><\/p>\n<p class=\"c4\"><span class=\"c0\">It is critical to pay attention to the cultures and values of the families that you work with, as well as being mindful of\u00a0 your own ethics and values. Looking at all of these elements together is complicated and that is why it is being highlighted right as you start learning about this profession. It takes time, experience, education and reflection to develop your foundation. This chapter will support that building process.<\/span><\/p>\n<p>&nbsp;<\/p>\n<h3 id=\"h.ak1y5wuv5h53\" class=\"c20\"><span class=\"c9\">Structure of NOHS Code of Ethics: Two Sections<\/span><\/h3>\n<p class=\"c4\"><span class=\"c0\">The NOHS Code of Ethics consists of four sections:<\/span><\/p>\n<ul class=\"c5 lst-kix_h6iuu6pohvk3-0 start\">\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Preamble<\/span><\/li>\n<li class=\"c1 li-bullet-0\">Ethical Standards<\/li>\n<\/ul>\n<p class=\"c4\"><span class=\"c0\">The set of ethical standards, adopted by the National Organization for Human Services in 2015, begins with a preamble that outlines the importance of each professional\u2019s behavior\u00a0 and the fundamental values of the human services profession. It\u00a0then goes on to describe 44 separate standards of responsibility to seven groups: clients, public and society, colleagues, employers, the profession, self and students.<\/span><\/p>\n<p>&nbsp;<\/p>\n<h4 id=\"h.49ixzru11qum\" class=\"c3\"><span class=\"c15 c10\">Preamble<\/span><\/h4>\n<p class=\"c4\"><span class=\"c0\">The preamble contains four introductory paragraphs.\u00a0 The first two paragraphs focus on characteristics of the profession such as helping others and paying attention to the context of individuals and families. It emphasizes the role of education and professional growth.<\/span><\/p>\n<p class=\"c4\"><span class=\"c0\">A key part of the preamble is the acknowledgment of the conflict that may exist between the code and other policies and expectations such as employer policies, credentialing boards, laws and personal beliefs. Each entity has some shared but some differing priorities and this can lead to inconsistencies in what is best in any given situation.\u00a0 We will look at ethical dilemmas later on to help us understand this section of the preamble better.<\/span><\/p>\n<p class=\"c4\"><span class=\"c0\">The fundamental values of human services are listed:<\/span><\/p>\n<ul class=\"c5 lst-kix_crcwcgccscd0-0 start\">\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">respecting dignity and welfare of all people.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">promoting self-determination.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">honoring cultural diversity.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">advocating for social justice.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">acting with integrity, honesty, genuineness and objectivity.<\/span><\/li>\n<\/ul>\n<p class=\"c4\"><span class=\"c0\">The last part of the preamble reminds us that professionals as well as students and educators are bound by these standards.<\/span><\/p>\n<p>&nbsp;<\/p>\n<h4 id=\"h.9hwzplrhjuaz\" class=\"c3\"><span class=\"c15 c10\">Ethical Standards<\/span><\/h4>\n<p class=\"c4\"><span class=\"c0\">These next seven sections include a brief introduction and then summarize the 44 standards into a bulleted list form.<\/span><\/p>\n<p>&nbsp;<\/p>\n<h4 class=\"c18\"><span class=\"c15 c10\">Responsibility to Clients<\/span><\/h4>\n<p class=\"c4\"><span class=\"c0\">Clients are the first and most obvious group to highlight. The very first standard describes the responsibility of recognizing and building on individual and community strengths. The prominence of this statement is key to the profession. There are nine total standards which include:<\/span><\/p>\n<ul class=\"c5 lst-kix_ru0ad4r7ro4n-0 start\">\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Be strengths-based.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Obtain informed consent.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Privacy and confidentiality.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Protect from danger or harm.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Avoid dual or multiple relationships.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Prohibit of sexual or romantic relationships.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Ensure that personal values or biases are not imposed.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Protect of client records.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Utilize technology in legal and confidential ways.<\/span><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h4 class=\"c18\"><span class=\"c15 c10\">Responsibility to the Public and Society<\/span><\/h4>\n<p class=\"c4\">Human services professionals are not focused on a singular client, or discrete clients and families. There is a responsibility in this profession to visualize all of society, to pay attention to<br \/>\nsocial problems<br \/>\n<span class=\"c0\">\u00a0and to how laws and policies affect communities. This profession has a social justice mission as these nine standards remind us:<\/span><\/p>\n<ol class=\"c5 lst-kix_9191529sw90p-0 start\" start=\"1\">\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Provide services without discrimination or preference related to social characteristics.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Be knowledgeable and respectful of diverse cultures and communities.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Be aware of laws and advocate for needed change.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Stay informed about current social problems.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Be aware of social and political issues that differentially affect people.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Provide ways to identify client needs and assets and advocate for needs.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Advocate for social justice and to eliminate oppression.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Accurately represent their credentials to the public.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Describe treatment programs accurately.<\/span><\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<h4 class=\"c18\"><span class=\"c15 c10\">Responsibility to Colleagues<\/span><\/h4>\n<p class=\"c4\"><span class=\"c0\">Being ethical in behavior toward colleagues is crucial to the healthy functioning of any agency, as well as across organizations. It\u2019s especially important to work together so that funding is used effectively and services are coordinated but not duplicated by multiple agencies. These four standards speak to the value of having integrity with everyone you work with:<\/span><\/p>\n<ol class=\"c5 lst-kix_or47l1mijy23-0 start\" start=\"1\">\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Coordinate, collaborate but do not duplicate services.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Deal with conflict by approaching the person directly; follow up with supervisor if needed<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Respond to unethical behavior of colleagues.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Keep consultations between colleagues private.<\/span><\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<h4 id=\"h.odjxwmss6kot\" class=\"c34\"><span class=\"c15 c10\">Responsibility to Employers<\/span><\/h4>\n<p class=\"c4\"><span class=\"c0\">The responsibility to your employer also serves clients and the public. These three standards emphasize this with a particular focus on seeking resolution if you experience a conflict of interest:<\/span><\/p>\n<ol class=\"c5 lst-kix_yjr27865cv87-0 start\" start=\"1\">\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Stick with commitments made to employers.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Create and maintain high quality services.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">In conflicts between responsibility to employer and responsibility to clients seek resolution with all involved.<\/span><\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<h4 id=\"h.r2seso4kg5pd\" class=\"c34\"><span class=\"c15 c10\">Responsibility to the Profession<\/span><\/h4>\n<ol class=\"c5 lst-kix_3geh4ztkn5hu-0 start\" start=\"1\">\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Gain education and experience to work effectively with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Know your own limits; serve others within those limits.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Seek help when you need it.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Promote cooperation amongst related disciplines.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Promote continuing development of the profession itself.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Continue to learn and practice new techniques; inform clients appropriately.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Conduct research ethically.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Be thoughtful about self-disclosure including on social media.<\/span><\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<h4 class=\"c18\"><span class=\"c15 c10\">Responsibility to Self<\/span><\/h4>\n<p class=\"c4\"><span class=\"c0\">Being responsible to yourself is the core of the ethical standards. Being self-aware of your feelings and health, as well as your own beliefs and biases will make you a more effective and ethical human services worker.<\/span><\/p>\n<ol class=\"c5 lst-kix_wk7uqdl7o8x1-0 start\" start=\"1\">\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Develop awareness of your own culture, beliefs, biases, and values.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Develop and maintain your own health.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Commit to lifelong learning.<\/span><\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<h4 class=\"c18\"><span class=\"c15 c10\">Responsibility to Students<\/span><\/h4>\n<p class=\"c4\"><span class=\"c0\">This is the only section of the code that calls out a particular subset of human services professionals: the educators. The final seven standards emphasize the special duty that educators have to students who are in a relationship where power and status are unequal. Educators model the standards at the same time that they are teaching across the breadth of the profession. In particular the structure, quality, and adherence to the code of the class setting, including field experiences, are the responsibility of the educator.<\/span><\/p>\n<ol class=\"c5 lst-kix_k26e21uvslei-0 start\" start=\"1\">\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Develop and implement culturally sensitive knowledge, awareness and teaching methodologies.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Commit to the principles of access and inclusion.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Demonstrate high standards of scholarship.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Recognize the contributions of students to the work of educators.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Monitor field experience sites; ensure quality and safety.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Establish guidelines for self-disclosure and opting out.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Awareness of power and status differential.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Ensure students are aware of ethical standards.<\/span><\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<h3 id=\"h.1sg8alj7szqn\" class=\"c20\"><span class=\"c9\">Complexities of Ethical Behavior<\/span><\/h3>\n<p class=\"c4\"><span class=\"c0\">Let\u2019s dig a little deeper into some of the ethical standards and how they might lead to questions and dilemmas for practitioners. In this section, we will<\/span><\/p>\n<ul class=\"c5 lst-kix_3k6huxhd9mlp-0 start\">\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Focus on the ways that individual standards may support or conflict with one another.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Contrast and compare common standards with national culture, policies and practices.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Focus on social justice.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Draw attention to the importance of examining your own values more deeply and how those connect to the Ethical Standards for Human Services Professionals.<\/span><\/li>\n<\/ul>\n<p class=\"c4\"><span class=\"c0\">It is worthwhile to view the ethical standards in these multiple contexts. Using and interpreting the ethical standards are a career-long process.<\/span><\/p>\n<p>&nbsp;<\/p>\n<h4 id=\"h.dj91nwsvid41\" class=\"c3\"><span class=\"c15 c10\">Privacy, Confidentiality and Safety<\/span><\/h4>\n<p class=\"c4\">Standards three and four appear in the second section of the Ethical Standards, for Human Services Professionals,\u00a0 Responsibility to Clients:<\/p>\n<p class=\"c4 c23\"><span class=\"c0\">STANDARD 3 Human service professionals protect the client\u2019s right to privacy and confidentiality except when such confidentiality would cause serious harm to the client or others, when agency guidelines state otherwise, or under other stated conditions (e.g., local, state, or federal laws). Human service professionals inform clients of the limits of confidentiality prior to the onset of the helping relationship.<\/span><\/p>\n<p class=\"c4 c23\">STANDARD 4 If it is suspected that danger or harm may occur to the client or to others as a result of a client\u2019s behavior, the human service professional acts in an appropriate and professional manner to protect the safety of those individuals. This may involve, but is not limited to, seeking consultation, supervision, and\/or breaking the confidentiality of the<br \/>\nrelationship<br \/>\n<span class=\"c0\">.<\/span><\/p>\n<p class=\"c4\"><span class=\"c0\">These two standards helpfully highlight the conflict between them in the last sentence of Standard four, which states that it might include \u201cbreaking the confidentiality of the relationship.\u201d Similar conflicting ethical standards appear in most codes for helping professions. Facing the dilemma of whether to break confidentiality in order to preserve someone\u2019s safety is one that many human services professionals will confront during their careers.\u00a0 In those circumstances, the worker should take into consideration:<\/span><\/p>\n<ul class=\"c5 lst-kix_rwghopgk6skd-0 start\">\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">The applicable laws and regulations of the region (e.g. when and to whom are reports made)<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">The workplace policies<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">The worker\u2019s role (e.g. counselor, manager, student, receptionist)<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">The Ethical Standards<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Any other resources and expectations<\/span><\/li>\n<\/ul>\n<p class=\"c4\"><span class=\"c0\">Notice that the professional\u2019s own personal beliefs and values are not on this list.\u00a0Nor are local or religious beliefs and values considered relevant to putting someone in danger. This relates to Standard thirty-four and the self-awareness that each professional is bound to keep of their own cultural backgrounds, values, and biases. What dilemmas might this pose for the professional?<\/span><\/p>\n<p>&nbsp;<\/p>\n<h4 id=\"h.tf8cf4i6dcw\" class=\"c3\"><span class=\"c15 c10\">Social Justice<\/span><\/h4>\n<p class=\"c4\">Standards 14 and 16 appear in the third section of the Ethical Standards, for Human Services Professionals, Responsibility to the Public and Society:<\/p>\n<p class=\"c4 c23\"><span class=\"c0\">STANDARD 14 Human service professionals are aware of social and political issues that differentially affect clients from diverse backgrounds.<\/span><\/p>\n<p class=\"c4 c23\">\u00a0STANDARD 16 Human service professionals advocate for social justice and seek to eliminate oppression. They raise awareness of the underserved population in their communities and with the legislative system<br \/>\n.<\/p>\n<p class=\"c4\">Let\u2019s look at a social issue (aka social problem) that is currently affecting the United States, but disproportionately affecting people who are in ethnic groups that have been traditionally underrepresented. A social problem is typically defined as one that affects many people, affects the health and well-being of society, includes multiple causes and effects, and needs a systemic solution.<br \/>\nSocial problems are discussed in depth in the What is a Social Problem? chapter.<\/p>\n<p class=\"c4\">The COVID-19 pandemic is acknowledged to fit this definition. As a correlation, the disproportionate COVID-19 illness and death rate of people in ethnic minority groups could also be described as a social problem. In the United States (with data reported from 14 states) 33% of COVID-19 hospitalizations are among African Americans, although they make up 18% of the population in those states. In New York City, death rates were higher for Black (92 per 100,00) and Latinx (74 per 100,00) people than for White (45 per 100,000) or Asian (34 per 100,000) people. So Black and Latinx people who get COVID-19 are about twice as likely to die as are White and Asian people.\u00a0 Native American and Alaskan Native rates of death and sickness are also disproportionately greater.<br \/>\nAll of these trends are continuing to worsen.<br \/>\n<span class=\"c21\"><br \/>\n<\/span><\/p>\n<p><a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/covidtracking.com\/race\/dashboard&amp;sa=D&amp;source=editors&amp;ust=1654280270069161&amp;usg=AOvVaw0qonUK37vdJfYZp9H_R7lc\">For the most up to date national and state data, click here.<\/a><\/p>\n<p class=\"c4\"><span class=\"c0\">While we have the data to know that this is a social problem, how does this relate to the ethical standards?\u00a0 The next questions to ask are related.\u00a0 What contributes to underrepresented groups being more likely to get sick and also more likely to die if they are hospitalized for the illness?<\/span><\/p>\n<p class=\"c4\"><span class=\"c0\">The answers are complex, but here are some conclusions drawn from the Centers for Disease Control and Prevention (CDC) and other data. People from underrepresented groups are more likely to:<\/span><\/p>\n<ul class=\"c5 lst-kix_gfbrcdhvdyci-0 start\">\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Live in densely populated areas and housing with fewer services such as medical clinics.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Use public transportation more.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Work in jobs that are essential and\/or require exposure to the public such as transportation workers, store clerks, and factories supplying food or other essential products.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Work in jobs that have few or no benefits such as sick leave or health insurance, meaning that they may be more likely to go work even if they or family members are sick.<\/span><\/li>\n<\/ul>\n<p class=\"c4\"><span class=\"c0\">Although we have not discussed COVID-19 and age here, this chart is provided for contextual reasons.<\/span><\/p>\n<p class=\"c4\"><span style=\"overflow: hidden; margin: 0.00px 0.00px; border: 0.00px solid #000000; width: 560.00px; height: 312.67px;\"><br \/>\n<img decoding=\"async\" style=\"width: 560.00px; height: 312.67px; margin-left: 0.00px; margin-top: 0.00px;\" title=\"\" src=\"https:\/\/openoregon.pressbooks.pub\/app\/uploads\/sites\/252\/2022\/06\/image3-2.jpg\" alt=\"COVID chart that describes cases, hospitalization and death by race\/ethnicity\" \/><br \/>\n<\/span><\/p>\n<p class=\"c4\"><span class=\"c0\">Figures 3.2 and 3.3: The CDC collects data related to disease, race, age, and ethnicity.<\/span><\/p>\n<p class=\"c4\"><span class=\"c0\">Access to health care services and health care insurance is inequitable in the United States. In particular, states that have not expanded Medicaid funding as allowed under the Affordable Care Act have higher populations of ethnically underserved groups.<\/span><\/p>\n<p class=\"c4\"><span class=\"c0\">Whether this information is brand new to you, or you are familiar with this data, it seems obvious that there are multiple social problems to be unraveled and examined. Poverty and low socioeconomic status intersect with the racial and ethnic inequities examined here. All of us have been affected by the pandemic. Some of us have personal experiences with illness and death related to the pandemic.<\/span><\/p>\n<p class=\"c4\">The question is, how does the human services professional adhere to ethical standards 14 and 16?\u00a0Standard 14 talks about awareness. Just by reading this section of the text, your awareness has increased. What other steps could you take next to increase awareness?\u00a0 Standard 16 moves to another level, requiring the human services professional to advocate for justice. Advocacy takes many forms.<br \/>\nHere are a few ideas:<\/p>\n<ul class=\"c5 lst-kix_moe4krjmccfi-0 start\">\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Educate yourself about information literacy.\u00a0 What are reliable sources of information?\u00a0 Read and view those.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Talk with people close to you. Share accurate information.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Listen closely to people from underrepresented groups. Believe their experience. Stand by them.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Write a letter or a postcard to your political representative.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">VOTE.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Take part in the Census and the American Community Survey.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Help amplify the voices of people of color (POC).\u00a0Feature them on your social media.<\/span><\/li>\n<\/ul>\n<p class=\"c4\"><span class=\"c0\">In the field of human services there is an ethical responsibility to work toward a better society.\u00a0 The role a person plays in the workplace will define specific responsibilities and time, allotment but each professional will also have a commitment to the ethical standards and to working toward social justice.<\/span><\/p>\n<p>&nbsp;<\/p>\n<h4 id=\"h.m574v2qnc6yy\" class=\"c3\"><span class=\"c15 c10\">Immersed in Values<\/span><\/h4>\n<p class=\"c4\">Standard 34 appears in the seventh section of the Ethical Standards for Human Services Professionals, Responsibility to Self.<\/p>\n<p class=\"c4 c23\">STANDARD 34 Human service professionals are aware of their own cultural backgrounds, beliefs, values, and biases. They recognize the potential impact of their backgrounds on their relationships with others and work diligently to provide culturally competent service to all of their<br \/>\nclients<br \/>\n<span class=\"c0\">.<\/span><\/p>\n<p class=\"c4\"><span class=\"c0\">Our personal values and beliefs come from multiple influences: our families, geography, the time we live in and one or more cultures that may include religion. They also come from the broadly held values, policies, and culture of the United States, and we will focus on that here for a moment.<\/span><\/p>\n<p class=\"c29\"><span style=\"overflow: hidden; margin: 0.00px 0.00px; border: 0.00px solid #000000; width: 300.00px; height: 245.00px;\"><br \/>\n<img decoding=\"async\" style=\"width: 300.00px; height: 245.00px; margin-left: 0.00px; margin-top: 0.00px;\" title=\"\" src=\"https:\/\/openoregon.pressbooks.pub\/app\/uploads\/sites\/252\/2022\/06\/image6-3.jpg\" alt=\"Wallace standing at podium gesturing\" \/><br \/>\n<\/span><\/p>\n<p class=\"c4\"><span class=\"c0\">Figure 3.4. David Foster Wallace was an acclaimed American author.<\/span><\/p>\n<p class=\"c4\">\u201cThere are these two young fish swimming along and they happen to meet an older fish swimming the other way, who nods at them and says \u201cMorning, boys. How\u2019s the water?\u201d And the two young fish swim on for a bit, and then eventually one of them looks over at the other and goes \u201cWhat the hell is water?\u201d \u2013David Foster Wallace<\/p>\n<p class=\"c4\"><span class=\"c0\">When we are immersed in something, we may not know exactly what it is. In the example above, the fish may not know to contrast water with\u00a0 other environments like the earth, or air. Living in the United States we are grounded in ideas such as \u201cfreedom\u201d, \u201cequality\u201d and \u201cpatriotism.\u201d But what do those words mean to you? And what do they mean in the context of the United States?<\/span><\/p>\n<p class=\"c4\"><span class=\"c0\">For example, The Declaration of Independence is commonly quoted to demonstrate that the United States is founded on equality: \u201cWe hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.\u201d<\/span><\/p>\n<p class=\"c4\"><span class=\"c0\">But as we know, this declaration did not apply to all men in the United States, but only to men who were White, and in some cases was limited to land-owners (early in the history of the United States individual states regulated the right to vote, so there was variability about which White men had access to equality, including voting).\u00a0 Not to mention women, at a time when the White culture defined sex and gender in a binary system.<\/span><\/p>\n<p class=\"c4\"><span class=\"c0\">Here is another concept of equality that also incorporates the idea of equity.\u00a0 As you view the image, which definition do you find yourself the most aligned with? In this drawing, \u201cequality\u201d is represented by each person having the same size box;\u00a0 \u201cequity\u201d shows each person having a box or boxes that help that person see over the fence; and in \u201cequity for all\u201d the solid fence is removed and everyone can see the game.<\/span><\/p>\n<p class=\"c29\"><span style=\"overflow: hidden; margin: 0.00px 0.00px; border: 0.00px solid #000000; width: 560.00px; height: 282.88px;\"><br \/>\n<img decoding=\"async\" style=\"width: 560.00px; height: 282.88px; margin-left: 0.00px; margin-top: 0.00px;\" title=\"\" src=\"https:\/\/openoregon.pressbooks.pub\/app\/uploads\/sites\/252\/2022\/06\/image5-3.jpg\" alt=\"Equality Equity Equity for all\" \/><br \/>\n<\/span><\/p>\n<p class=\"c4\"><span class=\"c0\">Figure 3.5. Equality, Equity, Equity for All.<\/span><\/p>\n<p class=\"c4\"><span class=\"c0\">One lesson is that each professional needs to spend time thinking deeply about what their own values are, and how they define those values.\u00a0 Examine the source of those values. If they come from \u201cthe water\u201d that you are immersed in, it may be time to poke your head out, reexamine and redefine your perspectives and values.<\/span><\/p>\n<p class=\"c19\"><span class=\"c22 c17\">\u00a0<\/span><\/p>\n<p class=\"c29\"><span style=\"overflow: hidden; margin: 0.00px 0.00px; border: 0.00px solid #000000; width: 560.00px; height: 420.00px;\"><br \/>\n<img decoding=\"async\" style=\"width: 560.00px; height: 420.00px; margin-left: 0.00px; margin-top: 0.00px;\" title=\"\" src=\"https:\/\/openoregon.pressbooks.pub\/app\/uploads\/sites\/252\/2022\/06\/image1-2.jpg\" alt=\"woman swimming in water with arms open wide\" \/><br \/>\n<\/span><\/p>\n<p class=\"c4\"><span class=\"c0\">Figure 3.6.\u00a0 When you are immersed in an environment\u2019s conditions, it is important to periodically assess how it affects you.<\/span><\/p>\n<p class=\"c4\"><span class=\"c0\">Standard thirty-four is about awareness: deep knowledge about yourself and about how your culture, beliefs, biases and values potentially interact with those of your clients and of society. This level of understanding does not come quickly or easily. While some of a person\u2019s core beliefs and behaviors may be stable over time, most people grow, change, and deepen in their thinking and beliefs.\u00a0 Age, experience, education and action all contribute to greater self-awareness.\u00a0 Action can come in the form of reflective thinking and writing, interaction with other thinkers and practitioners, and via thoughtful listening and discussion. As a student in the field of human services, you are engaged in this process simply by reading, reflecting and discussing the ethical standards. You are not expected to have all of the answers, but you are expected to be engaged in the process.<\/span><\/p>\n<p>&nbsp;<\/p>\n<h3 id=\"h.frsm058tbrk3\" class=\"c20\"><span class=\"c9\">Ethical Decision Making<\/span><\/h3>\n<p class=\"c4\"><span class=\"c0\">Human services workers must make difficult decisions, sometimes quickly, and sometimes without support or resources. It is helpful to have a model of decision making that you practice many times so that you can feel more confident about making decisions on your own. <\/span><\/p>\n<p class=\"c4\"><span class=\"c0\">The ETHICs decision-making model includes the following steps:<\/span><\/p>\n<p class=\"c2\"><span class=\"c10\">E<\/span><br \/>\n:<br \/>\n<span class=\"c0\">Evaluate and define the problem. Examine relevant personal, societal, agency, client, and professional values. Gather information from all possible sources.<\/span><\/p>\n<p class=\"c2\"><span class=\"c10\">T:<\/span><\/p>\n<p><span class=\"c0\">Think about which ethical standard applies, as well as relevant laws and agency rules. Brainstorm possible actions and decisions.<\/span><\/p>\n<p class=\"c2\"><span class=\"c10\">H<\/span><br \/>\n:<br \/>\n<span class=\"c0\">Hypothesize about the possible consequences of different actions.<\/span><\/p>\n<p class=\"c2\"><span class=\"c10\">I<\/span><br \/>\n:<br \/>\n<span class=\"c0\">Identify who will benefit and who will be harmed.<\/span><\/p>\n<p class=\"c2\"><span class=\"c10\">C:<\/span><\/p>\n<p><span class=\"c0\">Consult with supervisor and colleagues about the most ethical choice.<\/span><\/p>\n<p class=\"c2\"><span class=\"c10\">S:<\/span><\/p>\n<p><span class=\"c0\">Select an action. Implement the action. (Ling &amp; Hauck, 2016)<\/span><\/p>\n<p class=\"c4\"><span class=\"c0\">After the action has been implemented, an important final step is to evaluate the action. Who has been harmed? Who has benefitted? Is there any additional information that you have gained, that you wish you had known earlier? All of these questions will help you to evaluate the decision and inform your practice for the next time that you face a dilemma.<\/span><\/p>\n<h3 id=\"h.53knonuchmvl\" class=\"c20\"><span class=\"c25\"><\/p>\n<div class=\"textbox\">\n<p><\/span><\/h3>\n<p><a id=\"kix.zh7krxiijeix\"><\/a><br \/>\n<span class=\"c9\">Activity: Ethical Dilemmas<\/span><\/p>\n<p class=\"c4\"><span class=\"c0\">As a human services worker you are likely to face a situation where there is not a clear answer right away or when you are forced to choose between two or more decisions.\u00a0 Each choice might bring\u00a0 undesirable outcomes for one or more persons (Dolgoff, Harrington, &amp; Loewenberg, 2009). These are known as ethical dilemmas.<\/span><\/p>\n<p>&nbsp;<\/p>\n<h4 id=\"h.sqyvzu4k67d4\" class=\"c3\"><span class=\"c15 c10\">For each dilemma<\/span><\/h4>\n<ol class=\"c5 lst-kix_mnuln4z76c4b-0 start\" start=\"1\">\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Identify standards that you would consider using to solve this dilemma.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Select the primary standard(s) from that group that speak most directly to this dilemma.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Make a note of both groups\u2013those you considered and those you end up selecting.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Follow as many of the steps of ETHICS and describe what you would do.<\/span><\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<h5 id=\"h.en37vbs0o492\" class=\"c3\"><span class=\"c30 c26\">Dilemma One: Fundraising<\/span><\/h5>\n<p class=\"c4\"><span class=\"c0\">You work for an agency that serves middle school and high school aged youth. About \u2153 of the youth identify somewhere in the LGBTQ+ community and the agency hosts a regular support group for these youth.<\/span><\/p>\n<p class=\"c4\"><span class=\"c0\">It\u2019s time for the annual fundraiser, and your employer asks you to downplay any mention of the LGBTQ+ support because some of the big funders are opposed to supporting people with this social identity.<\/span><\/p>\n<p>&nbsp;<\/p>\n<h5 id=\"h.ur4yzccxg98m\" class=\"c3\"><span class=\"c26 c30\">Dilemma Two: Pediatric Surgery<\/span><\/h5>\n<p class=\"c4\"><span class=\"c0\">You are a medical social worker and a surgeon at a children\u2019s hospital strongly recommends that a child have surgery. The parents of the child refuse to consent to the surgery due to the complications and risks. The surgeon asks you to convince the parents to agree to let him operate regardless of the parents\u2019 concerns.<\/span><\/p>\n<p>&nbsp;<\/p>\n<h5 id=\"h.m5crbo8kas1a\" class=\"c3\"><span class=\"c30 c26\">Dilemma Three: Work Expectations<\/span><\/h5>\n<p class=\"c4\"><span class=\"c0\">You are a court advocate for clients. A regular client calls you for help at a scheduled court hearing that has been moved up an hour unexpectedly. You have promised your employer you would stay in the office to answer phones while the administrative assistant is at lunch.<\/span><\/p>\n<p>&nbsp;<\/p>\n<h5 id=\"h.p8gw2k3hyf6n\" class=\"c3\"><span class=\"c30 c26\">Dilemma Four: Embezzling Funds<\/span><\/h5>\n<p class=\"c4\"><span class=\"c0\">A client tells you that he intends to embezzle funds from his employer.<\/span><\/p>\n<p class=\"c4\">As you can see, ethics must be considered within the context of multiple systems. The most complicated are the overlapping cultures that affect us: the cultural context of the individuals and families that are served, the employers\u2019 beliefs and priorities, the professional\u2019s own culture, and the ways that societal values and policies affect everyone. These are not to be given equal weight, but they are all factors in the work and ethical life of the helping professional. Being ethical requires weighing multiple factors in order to make the best decision that you can in each unique circumstance.<br \/>\n<span class=\"c22 c10 c26\"><\/p>\n<\/div>\n<p><\/span><\/p>\n<p>&nbsp;<\/p>\n<h3 id=\"h.m34bqjw0g6w7\" class=\"c11\">References<\/h3>\n<p class=\"c19\"><span class=\"c8\">As pandemic deaths add up, racial disparities persist\u2014And in some cases worsen<\/span><br \/>\n<span class=\"c17\">. (n.d.). NPR.Org. Retrieved September 25, 2020, from <\/span><br \/>\n<span class=\"c17 c32\"><br \/>\n<\/span><\/p>\n<p><a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.npr.org\/sections\/health-shots\/2020\/09\/23\/914427907\/as-pandemic-deaths-add-up-racial-disparities-persist-and-in-some-cases-worsen&amp;sa=D&amp;source=editors&amp;ust=1654280270077884&amp;usg=AOvVaw3WHuE7xmW8PVsN3LUZcQfc\">https:\/\/www.npr.org\/sections\/health-shots\/2020\/09\/23\/914427907\/as-pandemic-deaths-add-up-racial-disparities-persist-and-in-some-cases-worsen<\/a><\/p>\n<p class=\"c19\"><span class=\"c17\">CDC. (2020, April 30). <\/span><br \/>\n<span class=\"c8\">Communities, schools, workplaces, &amp; events<\/span><br \/>\n<span class=\"c17\">. Centers for Disease Control and Prevention. <\/span><br \/>\n<span class=\"c17 c32\"><br \/>\n<a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.cdc.gov\/coronavirus\/2019-ncov\/community\/health-equity\/race-ethnicity.html&amp;sa=D&amp;source=editors&amp;ust=1654280270078348&amp;usg=AOvVaw2tdl9Cw45DtZEAe6OO2qsS\">https:\/\/www.cdc.gov\/coronavirus\/2019-ncov\/community\/health-equity\/race-ethnicity.html<\/a><br \/>\n<\/span><\/p>\n<p class=\"c19\"><span class=\"c8\">Declaration of independence: A transcription<\/span><br \/>\n<span class=\"c17\">. (2015, November 1). National Archives. <\/span><br \/>\n<span class=\"c17 c32\"><br \/>\n<a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.archives.gov\/founding-docs\/declaration-transcript&amp;sa=D&amp;source=editors&amp;ust=1654280270078764&amp;usg=AOvVaw3-rafhDkYqrs0EEp57Oom8\">https:\/\/www.archives.gov\/founding-docs\/declaration-transcript<\/a><br \/>\n<\/span><\/p>\n<p class=\"c19\"><span class=\"c17\">Dolgoff, R., Harrington, D., &amp; Loewenberg, F. M. (2009). <\/span><br \/>\n<span class=\"c8\">Ethical decisions for social work practice<\/span><br \/>\n<span class=\"c17\">\u00a0(9<\/span><br \/>\n<span class=\"c17 c35\">th<\/span><br \/>\n<span class=\"c17\">\u00a0ed.). Belmont, CA: Brooks\/Cole Kirby, T. (2020). Evidence mounts on the disproportionate effect of COVID-19 on ethnic minorities. <\/span><br \/>\n<span class=\"c8\">The Lancet Respiratory Medicine<\/span><br \/>\n<span class=\"c17\">, <\/span><br \/>\n<span class=\"c8\">8<\/span><br \/>\n<span class=\"c17\">(6), 547\u2013548. <\/span><br \/>\n<span class=\"c17 c32\"><br \/>\n<a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/doi.org\/10.1016\/S2213-2600(20)30228-9&amp;sa=D&amp;source=editors&amp;ust=1654280270079394&amp;usg=AOvVaw0hxukNUQF-eigV3YrzByB0\">https:\/\/doi.org\/10.1016\/S2213-2600(20)30228-9<\/a><br \/>\n<\/span><\/p>\n<p class=\"c19\"><span class=\"c17\">Ling, T., &amp; Hauck, J. (2016). <\/span><br \/>\n<span class=\"c8\">The ETHICS Model: Comprehensive, Ethical Decision Making<\/span><br \/>\n<span class=\"c22 c17\">. https:\/\/www.counseling.org\/docs\/default-source\/vistas\/the-ethics-model.pdf?sfvrsn=c9c24a2c_4<\/span><\/p>\n<p class=\"c19\"><span class=\"c17\">National Organization for Human Services. (2015). Ethical Standards for Human Services Professionals. Retrieved from <\/span><br \/>\n<span class=\"c17 c32\"><br \/>\n<a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.nationalhumanservices.org\/ethical-standards-for-hs-professionals&amp;sa=D&amp;source=editors&amp;ust=1654280270079943&amp;usg=AOvVaw1SvQb4CV4oyb195lyFRFVM\">https:\/\/www.nationalhumanservices.org\/ethical-standards-for-hs-professionals<\/a><br \/>\n<\/span><\/p>\n<h3 id=\"h.a3ijkz8tajzx\" class=\"c33\"><span class=\"c25 c36\"><\/p>\n<div class=\"textbox shaded\">\n<p><\/span><br \/>\n<span class=\"c9\">Licenses and Attributions<\/span><\/h3>\n<h4 id=\"h.f6iknn6mcvux\" class=\"c37\"><span class=\"c10 c15\">Open Content, Original<\/span><\/h4>\n<p class=\"c27\">\u201cEthical Standards for Human Services Professionals\u201d by Elizabeth B. Pearce is licensed under<br \/>\n<span class=\"c21\"><br \/>\n<a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/creativecommons.org\/licenses\/by\/4.0\/&amp;sa=D&amp;source=editors&amp;ust=1654280270080563&amp;usg=AOvVaw1JQQJGOZ2DeuWdamzxLc24\">CC BY 4.0<\/a><br \/>\n<\/span><br \/>\n<span class=\"c0\">. <\/span><\/p>\n<h4 id=\"h.dhqxvsawidt8\" class=\"c33\"><span class=\"c15 c10\">Open Content, Shared Previously<\/span><\/h4>\n<p class=\"c4\">Figure 3.1. \u201cPersonas mirando en la noche\u201d from<br \/>\n<span class=\"c21\"><br \/>\n<a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/pxhere.com\/en\/photo\/1454151&amp;sa=D&amp;source=editors&amp;ust=1654280270081034&amp;usg=AOvVaw20ZYVsBEFKkkR5uMZXdx0I\">https:\/\/pxhere.com\/en\/photo\/1454151\u00a0<\/a><br \/>\n<\/span><br \/>\n<span class=\"c0\">by Susan Cipriano in the public domain<\/span><\/p>\n<p class=\"c4\"><span class=\"c0\">Figures 3.2 and 3.3. \u201cCOVID-19 cases, hospitalizations, and deaths by race and ethnicity\u201d\u00a0 and \u201cCOVID-19 cases, hospitalizations, and deaths by age\u201d from the Centers for Disease Control and Prevention are in the public domain<\/span><\/p>\n<p class=\"c4\">Figure 3.4. \u201cDavid Foster Wallace\u201d from<br \/>\n<span class=\"c21\"><br \/>\n<a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/images.app.goo.gl\/uP58FceupdfJK8UQ7&amp;sa=D&amp;source=editors&amp;ust=1654280270081475&amp;usg=AOvVaw29_KvbZV21pfRzfm_jZODe\">https:\/\/images.app.goo.gl\/uP58FceupdfJK8UQ7 \u00a0<\/a><br \/>\n<\/span><br \/>\nby Steve Rhodes is licensed by<br \/>\n<span class=\"c21\"><br \/>\n<a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/creativecommons.org\/licenses\/by-nc-sa\/2.0&amp;sa=D&amp;source=editors&amp;ust=1654280270081702&amp;usg=AOvVaw3oKtCQ81WhGxpBqlbloRHc\">CC BY NC SA 2.0<\/a><br \/>\n<\/span><\/p>\n<p class=\"c4\">Figure 3.5. \u201cEquality, Equity, Equity for All\u201d by Katie Niemeyer. License:<br \/>\n<span class=\"c21\"><br \/>\n<a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/creativecommons.org\/licenses\/by\/4.0&amp;sa=D&amp;source=editors&amp;ust=1654280270082020&amp;usg=AOvVaw0uosEHYu-EfVMiJSYHD9sN\">CC BY 4.0<\/a><br \/>\n<\/span><br \/>\n. Based on<br \/>\n<span class=\"c21\"><br \/>\n<a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/interactioninstitute.org\/illustrating-equality-vs-equity&amp;sa=D&amp;source=editors&amp;ust=1654280270082251&amp;usg=AOvVaw2YKWraWxQPQd0zEvblFIZ_\">ideas originally illustrated<\/a><br \/>\n<\/span><br \/>\n<span class=\"c0\">\u00a0by Angus Maguire\u00a0and Craig Froehle.<\/span><\/p>\n<p class=\"c4\">Figure 3.6.<br \/>\n<span class=\"c21\"><br \/>\n<a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.flickr.com\/photos\/49329116@N08\/4625539002&amp;sa=D&amp;source=editors&amp;ust=1654280270082626&amp;usg=AOvVaw0S4uHfcgEgjSC_roXD3zRH\">\u201c19_03_2010-Open Water Diver-TauchSport-Steininger\u201d<\/a><br \/>\n<\/span><br \/>\nby<br \/>\n<span class=\"c21\"><br \/>\n<a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.flickr.com\/photos\/49329116@N08&amp;sa=D&amp;source=editors&amp;ust=1654280270082862&amp;usg=AOvVaw0iKXJQ8-nSBaY6Q2usiYwK\">TauchSport_Steininger<\/a><br \/>\n<\/span><br \/>\nis licensed under<br \/>\n<span class=\"c21\"><br \/>\n<a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/creativecommons.org\/licenses\/by\/2.0\/?ref%3Dccsearch%26atype%3Drich&amp;sa=D&amp;source=editors&amp;ust=1654280270083123&amp;usg=AOvVaw1gSMfGx3q2jbWULUcXohTg\">CC BY 2.0<\/a><br \/>\n<\/span><br \/>\n.<\/p>\n<\/div>\n<p>&nbsp;<\/p>\n<h2 id=\"h.o25bnil3i0bh\" class=\"c13\"><span class=\"c16 c10\">National Association of Social Workers Code of Ethics<\/span><\/h2>\n<p class=\"c4\"><span class=\"c0\">Like human services, social work is considered a helping profession and it also has ethical guidelines. Social workers are vital members of the helping community and can be seen assisting many other helping professions such as nursing, counseling, and teaching (Cournoyer, 2011). Helping professions address a multitude of problems or dilemmas often involving a person\u2019s physical, mental, social, intellectual, and spiritual well-being.<\/span><\/p>\n<p class=\"c29\"><span style=\"overflow: hidden; margin: 0.00px 0.00px; border: 0.00px solid #000000; width: 281.00px; height: 108.00px;\"><br \/>\n<img decoding=\"async\" style=\"width: 281.00px; height: 108.00px; margin-left: 0.00px; margin-top: 0.00px;\" title=\"\" src=\"https:\/\/openoregon.pressbooks.pub\/app\/uploads\/sites\/252\/2022\/06\/image2-1.gif\" alt=\"NASW logo, text: National Association of Social Workers\" \/><br \/>\n<\/span><\/p>\n<p class=\"c4\"><span class=\"c0\">Figure 3.7. NASW logo. All Rights Reserved. Used under fair use.<\/span><\/p>\n<p class=\"c4\"><span class=\"c0\">As someone in a helping profession, you are responsible for important decisions, some of which have legal effects. Often these decisions involve ethical choices in the best interest of clients\u2019 lives. This code is relevant to all social workers, social work students, and social work educators regardless of their specific duties or settings.<\/span><\/p>\n<p class=\"c4\">The NASW Code of Ethics in English:<br \/>\n<span class=\"c21\"><br \/>\n<\/span><\/p>\n<p><a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.socialworkers.org\/About\/Ethics\/Code-of-Ethics\/Code-of-Ethics-English&amp;sa=D&amp;source=editors&amp;ust=1654280270084086&amp;usg=AOvVaw0985iyuMwGq0Xf_pvJaysL\">https:\/\/www.socialworkers.org\/About\/Ethics\/Code-of-Ethics\/Code-of-Ethics-English<\/a><\/p>\n<p>The NASW Code of Ethics in Spanish:<\/p>\n<p><span class=\"c21\"><br \/>\n<a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.socialworkers.org\/About\/Ethics\/Code-of-Ethics\/Code-of-Ethics-Spanish&amp;sa=D&amp;source=editors&amp;ust=1654280270084350&amp;usg=AOvVaw356B5UWR2C_NiQ8IaoBP12\">https:\/\/www.socialworkers.org\/About\/Ethics\/Code-of-Ethics\/Code-of-Ethics-Spanish<\/a><br \/>\n<\/span><\/p>\n<p class=\"c4\"><span class=\"c0\">To be an ethical and professional social worker one must have a thorough understanding of the Code of Ethics and the legal obligations social workers are responsible for (Cournoyer, 2011). When encountering specific dilemmas, you as a social worker are responsible for knowing what ethical principle or value best applies to that situation. You must also be able to think critically to determine the best outcome for all parties involved (Woodcock, 2011).<\/span><\/p>\n<p class=\"c4\"><span class=\"c0\">This chapter is designed to help explore another code of ethics.<\/span><\/p>\n<p>&nbsp;<\/p>\n<h3 id=\"h.9d46l7u9pqpb\" class=\"c20\"><span class=\"c9\">Establishment\u00a0 and Updates of the NASW Code of Ethics<\/span><\/h3>\n<p class=\"c4\"><span class=\"c0\">Social work is grounded on the concepts of social justice and fairness and the idea that all people should be treated equally. Clearly, when looking at the history of our nation, not all people have been treated equally. In the nineteenth century, social work became known as the calling that responded to the needs of vulnerable populations and those living in poverty. Through the rise of settlement houses and charity organization societies in the twentieth century and during the Great Depression, social workers promoted and provided new ways to address structural problems (Reamer, 2006)<\/span><\/p>\n<p class=\"c4\"><span class=\"c0\">As social work endeavored to gain recognition as a profession, the need arose for a formal code of ethics. While there were many social workers who helped pave the way, in 1920 Mary Richmond provided an experimental Code of Ethics which served as a base for many other social workers seeking social justice, equality, and fairness for vulnerable and oppressed populations (Reamer, 2006). Richmond\u2019s Code of Ethics served as a guide to the first edition of the NASW Code of Ethics which was constructed in October of 1960. This document, developed by the NASW\u2019s Delegate Assembly of the National Association of Social Workers, officially defined the duties and obligations for which a social worker is responsible. The 1960 edition defined fourteen responsibilities social workers were obligated to fulfill based on the mission of social work, and even included a discrimination clause. With the first revision in place the social work profession established a sense of professionalism.<\/span><\/p>\n<p class=\"c29\"><span style=\"overflow: hidden; margin: 0.00px 0.00px; border: 0.00px solid #000000; width: 182.00px; height: 278.00px;\"><br \/>\n<img decoding=\"async\" style=\"width: 182.00px; height: 278.00px; margin-left: 0.00px; margin-top: 0.00px;\" title=\"\" src=\"https:\/\/openoregon.pressbooks.pub\/app\/uploads\/sites\/252\/2022\/06\/image4-3.jpg\" alt=\"black and white photograph of Mary Richmond\" \/><br \/>\n<\/span><\/p>\n<p class=\"c4\"><span class=\"c0\">Figure 3.8: Mary Richmond, a significant pioneer in the field of social work.<\/span><\/p>\n<p class=\"c4\">For more information on Mary Richmond, see<br \/>\n<span class=\"c21\"><br \/>\n<\/span><\/p>\n<p><a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=http:\/\/socialwelfare.library.vcu.edu\/social-work\/richmond-mary&amp;sa=D&amp;source=editors&amp;ust=1654280270085568&amp;usg=AOvVaw3A7_6R-5nBpWLbLzNRwFFL\">http:\/\/socialwelfare.library.vcu.edu\/social-work\/richmond-mary<\/a><\/p>\n<p class=\"c4\"><span class=\"c0\">The NASW Code of Ethics continues to be updated. Many significant revisions have been created as the needs of the increasingly diverse population social workers serve continue to change. Shortly after the publishing of the 1960 Code of Ethics, social workers became concerned with the Code\u2019s suggestions for handling ethical dilemmas. In an effort to address these concerns, a task force was established to revise the original Code of Ethics (Reamer, 2006). In 1979, the NASW Delegate Assembly continued to work on the revisions as needed. It was not until the 1990\u2019s when the NASW Code of Ethics was significantly modified again.<\/span><\/p>\n<p class=\"c4\"><span class=\"c0\">During the 1990\u2019s the Code of Ethics had several impactful changes that were centered on the relationship between clients and social workers (Reamer, 2006). The profession began to stress the importance of maintaining professional boundaries with clients as social workers started to become more involved in clients\u2019 lives. Five new principles were also included in the Code of Ethics that were centered on social work impairment and dual relationships. This led to a major revision due to the profession\u2019s developing understanding of ethical issues previously not addressed resulting in the public and media paying more attention to the NASW Code of Ethics.<\/span><\/p>\n<p class=\"c4\"><span class=\"c0\">In 2008, a major advancement occurred which incorporated the terms sexual orientation, gender identity, and immigration status into the non-discrimination standards in the Code of Ethics. This was a significant update because for a long period of time these groups of people have been heavily discriminated against in the United States and throughout the world.<\/span><\/p>\n<p class=\"c4\">The most recent updates to the NASW Code of Ethics occurred in 2017 and involved updating the Code to catch up with technological changes.<br \/>\n<span class=\"c21\"><br \/>\n<a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.socialworkers.org\/About\/Ethics\/Code-of-Ethics\/Highlighted-Revisions-to-the-Code-of-Ethics&amp;sa=D&amp;source=editors&amp;ust=1654280270086289&amp;usg=AOvVaw2XIGYRfuvhPKIJuNY6v7am\">To view an updated version, with the most recent changes highlighted in yellow, read here.<\/a><br \/>\n<\/span><\/p>\n<p>&nbsp;<\/p>\n<h3 id=\"h.se6l61jcpsyo\" class=\"c20\"><span class=\"c9\">Structure of NASW Code of Ethics: Four Sections<\/span><\/h3>\n<p class=\"c4\"><span class=\"c0\">\u00a0The NASW Code of Ethics consists of four sections:<\/span><\/p>\n<ol class=\"c5 lst-kix_r7zvlk8mmb6o-0 start\" start=\"1\">\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Preamble<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Purpose<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Ethical Principles<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Ethical Standards (Woodcock, 2011)<\/span><\/li>\n<\/ol>\n<p class=\"c4\"><span class=\"c0\">The first section, the preamble, is intended to outline Social Work\u2019s mission and core values while the second section provides a purpose and overview of the NASW Code of Ethics and how to handle or deal with ethical dilemmas (Woodcock, 2011). The third section, which is labeled Ethical Principles, helps define ethical principles based on Social Work\u2019s six core values. Finally, the fourth section provides detailed ethical standards for which social workers are held accountable. It is important that as future social workers you are familiar with all four sections as they are intended to serve as guidelines for practice.<\/span><\/p>\n<p>&nbsp;<\/p>\n<h4 id=\"h.gq7qa2ph5b8h\" class=\"c3\"><span class=\"c15 c10\">Preamble<\/span><\/h4>\n<p class=\"c4\"><span class=\"c0\">Social Work\u2019s mission is \u201cto enhance human well-being and help meet the basic human needs of all people, with attention to the needs and empowerment of people who are vulnerable, oppressed, and living in poverty\u201d (Cournoyer, 2011, p. 160). With this mission, social workers should have a clear indication of what is expected when entering the field and practicing as a social worker. The six core values of Social Work are derived from the mission statement.<\/span><\/p>\n<p class=\"c4\"><span class=\"c0\">Social workers should take pride in their work as they are seeking to improve the lives of others, and enhance the well-being of society. It is important to recognize social work\u2019s primary mission, but as social workers you will also need to best represent the agency or organization you are working for. Every agency or organization will have their own guidelines or rules and may even have a different code of ethics; it is then your responsibility to incorporate those guidelines along with the NASW Code of Ethics. Social workers have many different roles and can be found in many areas of work, but the primary goal is to endorse social justice (Woodcock, 2011).<\/span><\/p>\n<p>&nbsp;<\/p>\n<h4 id=\"h.b1n9yza53d0u\" class=\"c3\"><span class=\"c15 c10\">Purpose<\/span><\/h4>\n<p class=\"c4\"><span class=\"c0\">The purpose of the NASW Code of Ethics is to hold social workers to a high standard of professionalism. It serves six purposes:<\/span><\/p>\n<ol class=\"c5 lst-kix_9re483xchyl5-0 start\" start=\"1\">\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Identifying core values on which social work\u2019s mission is based.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Summarizing broad ethical principles that reflect the profession\u2019s core values and establishes a set of specific ethical standards that should be used to guide social work practice.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Helping social workers identify relevant considerations when professional obligations conflict or ethical uncertainties arise.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Providing ethical standards to which the general public can hold the social work profession accountable.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Socializing practitioners new to the field to social work\u2019s mission, values, ethical principles, and ethical standards.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Articulating standards that the social work profession itself can use to assess whether social workers have engaged in unethical conduct. NASW has formal procedures to adjudicate ethics complaints filed against its members. (NASW, 2021)<\/span><\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<h4 id=\"h.bom9879b8dx1\" class=\"c3\"><span class=\"c15 c10\">Ethical Principles<\/span><\/h4>\n<p class=\"c4\"><span class=\"c0\">The ethical principles are based on the six core values of social work. These six values are important for all social workers to recognize and apply to their practice. They should help direct you in all ethical decisions or dilemmas you encounter. Social workers should also be conscientious of these values when working with clients, talking with co-workers, writing grants, or any other role a social worker performs, even if an ethical dilemma does not present itself. During your education, these six values will become much more significant than you may have imagined. You will learn true definitions of these terms and how to apply them to your practice.<\/span><\/p>\n<p class=\"c4\"><span class=\"c0\">Today the term value is used in a variety of ways with many meanings. In the field of social work the six core values provide a framework for us that are connected in three important ways. First, the six core values have a direct relationship with clients, colleagues, and members of the broader society. Secondly, these six values derive from social work&#8217;s overall mission statement, and lastly, these six values relate to the resolution of ethical dilemmas and interventions that social workers use in their work (Reamer, 2006).<\/span><\/p>\n<p class=\"c4\"><span class=\"c0\">The six core values of social work are listed as:<\/span><\/p>\n<ol class=\"c5 lst-kix_6wp3k69a55z1-0 start\" start=\"1\">\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Service<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Social Justice<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Dignity and Worth of a Person<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Importance of Human Relationships<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Integrity<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Competence<\/span><\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<h3 id=\"h.62sfz0illa5v\" class=\"c20\"><span class=\"c9\">Activity: Values Comparison<\/span><\/h3>\n<p class=\"c4\"><span class=\"c0\">Both codes of ethics include a set of values, that are \u201cfundamental\u201d (NOHS) or\u00a0 \u201ccore\u201d (NASW) to the profession. While they may be worded differently, they contain similar ideas. Compare and contrast the values to one another. Are they more similar or more different?<\/span><\/p>\n<h4 id=\"h.pvt7bajy1cuk\" class=\"c34\"><span class=\"c15 c10\">Ethical Standards for Human Services Professionals<\/span><\/h4>\n<ul class=\"c5 lst-kix_c2wmpiwq1e0l-0 start\">\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Respecting dignity and welfare of all people.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Promoting self-determination.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Honoring cultural diversity.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Advocating for social justice.<\/span><\/li>\n<li class=\"c1 li-bullet-0\">Acting with integrity, honesty, genuineness and objectivity.<\/li>\n<\/ul>\n<h4 id=\"h.ngevzvhce2ya\" class=\"c34\"><span class=\"c17\">\u00a0<\/span><br \/>\n<span class=\"c15 c10\">Code of Ethics (National Association of Social Workers)<\/span><\/h4>\n<ul class=\"c5 lst-kix_4ce3tecd1ip1-0 start\">\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Service<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Social justice<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Dignity and worth of the person<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Importance of human relationships<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Integrity<\/span><\/li>\n<li class=\"c1 li-bullet-0\">Competence<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h4 id=\"h.h672nrho1q12\" class=\"c3\"><span class=\"c15 c10\">Ethical Standards<\/span><\/h4>\n<p class=\"c4\"><span class=\"c0\">The ethical standards of social work consist of six important groups to whom social workers are responsible, similar to the seven groups to whom human services workers are responsible.<\/span><\/p>\n<ol class=\"c5 lst-kix_kxurw2wqu2ux-0 start\" start=\"1\">\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">To clients<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">To colleagues<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">In practice settings<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">As professionals<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">To the social work profession<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">To broader society<\/span><\/li>\n<\/ol>\n<p class=\"c4\"><span class=\"c0\">It is interesting to compare the groups; the NASW code identifies \u201cpractice settings\u201d (the places where you might do a beginning practicum or an internship) while the NOHS standards do not. Instead, NOHS identifies responsibilities to \u201ceducators\u201d, which includes both classroom and practice settings. In addition to these groups, the standards for human services also include \u201cresponsibility to self\u201d and \u201cresponsibility to employers\u201d as key elements of the code. But the NASW doesn\u2019t leave these groups out. In 2017, the NASW Code of Ethics added this paragraph to its \u201cPurpose\u201d section:<\/span><\/p>\n<p class=\"c4\"><span class=\"c0\">Professional self-care is paramount for competent and ethical social work practice. Professional demands, challenging workplace climates, and exposure to trauma warrant that social workers maintain personal and professional health, safety, and integrity. Social work organizations, agencies, and educational institutions are encouraged to promote organizational policies, practices, and materials to support social workers\u2019 self-care \u00a0(NASW, 2021).<\/span><\/p>\n<p class=\"c4\"><span class=\"c0\">The NASW code addresses some ethical dilemmas directly. Common ethical violations to be aware of consist of the following:<\/span><\/p>\n<ul class=\"c5 lst-kix_h0e2oust79rw-0 start\">\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Sexual activity with clients and colleagues<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Dual relationship<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Boundary violations<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Failure to seek supervision<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Failure to use practice skills<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Fraudulent behavior<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Premature termination<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Inadequate provisions for case transfer or referral<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Failure to discuss policies as part of informed consent with clients (Cournoyer, 2011)<\/span><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h3 id=\"h.as9p9hdrpsac\" class=\"c20\"><span class=\"c9\">Which Codes of Ethics Will You Use?<\/span><\/h3>\n<p class=\"c4\"><span class=\"c0\">In this chapter you have developed an understanding of some of the similarities and differences\u00a0 between the NASW Code of Ethics\u00a0 and the NOHS Code of Ethical Standards. It\u2019s possible that you will use the NASW code, or another professional code such as one of the following in your future work:<\/span><\/p>\n<ul class=\"c5 lst-kix_j5hlljys0dyo-0 start\">\n<li class=\"c1 li-bullet-0\"><span class=\"c21\">\u00a0<\/span><\/li>\n<\/ul>\n<p><a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.ncfr.org\/cfle-certification\/cfle-code-ethics%23:~:text%3DThe%2520following%2520core%2520values%2520are,practice%2520with%2520humility%2520and%2520warmth.&amp;sa=D&amp;source=editors&amp;ust=1654280270095271&amp;usg=AOvVaw1UXQAo7Wuvy5CBCpc29jlZ\">The Code of Professional Ethics for Certified Family Life Educators<\/a><\/p>\n<p><span class=\"c0\">\u00a0 (National Council on Family Relations)<\/span><\/p>\n<p><span class=\"c21\"><br \/>\n<a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.naeyc.org\/resources\/position-statements\/ethical-conduct&amp;sa=D&amp;source=editors&amp;ust=1654280270096017&amp;usg=AOvVaw2tnc7SLgfFUeOS1DmXWvlv\">Code of Ethical Conduct and Statement of Commitment<\/a><br \/>\n<\/span><br \/>\n<span class=\"c0\">\u00a0 National Association for the Education of Young Children (NAEYC)<\/span><\/p>\n<p><span class=\"c21\"><br \/>\n<a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.apha.org\/-\/media\/files\/pdf\/membergroups\/ethics\/code_of_ethics.ashx&amp;sa=D&amp;source=editors&amp;ust=1654280270096548&amp;usg=AOvVaw1CjWftEc0ouUvsHSQAhSA6\">Public Health Code of Ethics\u00a0\u00a0<\/a><br \/>\n<\/span><br \/>\n<span class=\"c0\">\u00a0American Public Health Association (APHA)<\/span><\/p>\n<p class=\"c4\"><span class=\"c0\">If you are a human services worker in an early childhood\u00a0 education setting you may be bound by the NAEYC code; if you work in a public health setting, it is likely that the APHA code will be used. You don\u2019t need to become an expert on all these codes just yet!\u00a0 But you should understand to find out which code is used at any setting where you are doing volunteer work, an internship, or are employed. Even if your setting requires a different code of ethics, you should still keep the human services code in mind. Ethics are complicated and these codes are designed to help you hold high standards and make the best decisions possible within your profession.<\/span><\/p>\n<p>&nbsp;<\/p>\n<h3 id=\"h.4mzfb1y9216s\" class=\"c20\"><span class=\"c9\">References<\/span><\/h3>\n<p class=\"c19\"><span class=\"c17\">Congress, E. P. (2000). What social workers should know about ethics: Understanding and resolving ethical dilemmas. <\/span><br \/>\n<span class=\"c8\">Advances in Social Work, 1<\/span><br \/>\n<span class=\"c22 c17\">(1), 1-25.<\/span><\/p>\n<p class=\"c19\"><span class=\"c17\">Cournoyer, B. (2011). <\/span><br \/>\n<span class=\"c8\">The social work skills workbook<\/span><br \/>\n<span class=\"c17\">\u00a0(7<\/span><br \/>\n<span class=\"c17 c35\">th<\/span><br \/>\n<span class=\"c22 c17\">\u00a0ed.). Belmont, CA: Brooks\/Cole.<\/span><\/p>\n<p class=\"c19\"><span class=\"c17\">NASW. (2021).\u00a0<\/span><br \/>\n<span class=\"c8\">Code of Ethics<\/span><br \/>\n<span class=\"c22 c17\">. National Association of Social Workers. https:\/\/www.socialworkers.org\/About\/Ethics\/Code-of-Ethics\/Code-of-Ethics-English<\/span><\/p>\n<p class=\"c19\"><span class=\"c17\">Reamer, F. G. (2006). <\/span><br \/>\n<span class=\"c8\">Social work values and ethics<\/span><br \/>\n<span class=\"c17\">\u00a0(2<\/span><br \/>\n<span class=\"c17 c35\">nd<\/span><br \/>\n<span class=\"c22 c17\">\u00a0ed.). New York, NY: Columbia University Press.<\/span><\/p>\n<p class=\"c19\"><span class=\"c17\">Woodcock, R. (2011). Ethical standards in the NASW code of ethics: The explicit legal model and beyond. <\/span><br \/>\n<span class=\"c8\">Families in Society, 92<\/span><br \/>\n<span class=\"c17\">(1), 21-27. <\/span><br \/>\n<span class=\"c17 c32\"><br \/>\n<\/span><\/p>\n<p><a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=http:\/\/doi.org\/10.1606\/1044-3894.4052&amp;sa=D&amp;source=editors&amp;ust=1654280270098874&amp;usg=AOvVaw0X7kJpOx1Hy7NAGo9Rd0cx\">doi.org\/10.1606\/1044-3894.4052<\/a><\/p>\n<h3 id=\"h.52enqifakn1m\" class=\"c33\"><span class=\"c25 c36\"><\/p>\n<div class=\"textbox shaded\">\n<p><\/span><br \/>\n<span class=\"c9\">Licenses and Attributions<\/span><\/h3>\n<h4 id=\"h.61mk82f2ohzt\" class=\"c37\"><span class=\"c15 c10\">Open Content, Original<\/span><\/h4>\n<p class=\"c27\">\u201cNational Association of Social Workers Code of Ethics\u201d by Elizabeth B. Pearce is licensed under<br \/>\n<span class=\"c21\"><br \/>\n<a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/creativecommons.org\/licenses\/by\/4.0\/&amp;sa=D&amp;source=editors&amp;ust=1654280270099687&amp;usg=AOvVaw0wevuhdMfE-mhVnJZqgBoT\">CC BY 4.0<\/a><br \/>\n<\/span><br \/>\n<span class=\"c0\">. <\/span><\/p>\n<h4 id=\"h.jb09z64ohdsm\" class=\"c33\"><span class=\"c15 c10\">Open Content, Shared Previously<\/span><\/h4>\n<p class=\"c4\">For Comparison: NASW Code of Ethics is from<br \/>\n<span class=\"c21\"><br \/>\n<a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/ferrisintroductiontosocialwork.pressbooks.com\/chapter\/chapter-2-nasw-code-of-ethics&amp;sa=D&amp;source=editors&amp;ust=1654280270100266&amp;usg=AOvVaw38wkYm0Y6414Hz89mU2uLQ\">NASW Code of Ethics<\/a><br \/>\n<\/span><br \/>\nby Colton Cnossen and Ferris State University Department of Social Work,<br \/>\n<span class=\"c21\"><br \/>\n<a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/ferrisintroductiontosocialwork.pressbooks.com&amp;sa=D&amp;source=editors&amp;ust=1654280270100579&amp;usg=AOvVaw06Et4SstSWE_A8tE2Oi8JX\">Introduction to Social Work at Ferris State University<\/a><br \/>\n<\/span><br \/>\nis licensed under<br \/>\n<span class=\"c21\"><br \/>\n<a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/creativecommons.org\/licenses\/by\/4.0&amp;sa=D&amp;source=editors&amp;ust=1654280270100838&amp;usg=AOvVaw0W6XIwohZktn9mKIuuE6fw\">CC BY 4.0.\u00a0<\/a><br \/>\n<\/span><br \/>\n<span class=\"c0\">Adaptation: Edited for brevity and contextualized for human services profession.<\/span><\/p>\n<p class=\"c4\"><span class=\"c0\">Figure 3.8. Photo of Mary Richmond is in the public domain.<\/span><\/p>\n<h4 id=\"h.igybask61u8o\" class=\"c33\"><span class=\"c15 c10\">All Rights Reserved Content, Shared Previously<\/span><\/h4>\n<p class=\"c4\">Figure 3.7. NASW logo (c) the<br \/>\n<span class=\"c21\"><br \/>\n<a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.socialworkers.org&amp;sa=D&amp;source=editors&amp;ust=1654280270101533&amp;usg=AOvVaw3J9zVif72kqLYpg7LMd1ui\">National Association of Social Workers<\/a><br \/>\n<\/span><br \/>\n<span class=\"c0\">\u00a0is used under fair use.<\/p>\n<\/div>\n<p><\/span><\/p>\n<p>&nbsp;<\/p>\n<h2 id=\"h.ydmp1kcxd1gk\" class=\"c13\"><span class=\"c10 c16\">Key Takeaways and Discussion Questions<\/span><\/h2>\n<p class=\"c19\"><span class=\"c22 c17\">Included in this section are tools for the reader to refresh and retain the knowledge.\u00a0 A Key Takeaway serves one of three purposes:<\/span><\/p>\n<ul class=\"c5 lst-kix_z7laf02pzjne-0 start\">\n<li class=\"c24 li-bullet-1\"><span class=\"c22 c17\">highlighting an especially complex aspect of the chapter;<\/span><\/li>\n<li class=\"c24 li-bullet-2\"><span class=\"c22 c17\">summarizing an overarching idea; or<\/span><\/li>\n<li class=\"c24 li-bullet-1\"><span class=\"c22 c17\">emphasizing an idea that invites the reader to think about it more deeply, to connect to life experiences, and\/or additional learnings.<\/span><\/li>\n<\/ul>\n<p class=\"c19\"><span class=\"c22 c17\">Discussion Questions are recommended for individual reflection or class discussion.<\/span><\/p>\n<p>&nbsp;<\/p>\n<h3 id=\"h.8d2aifnldgw\" class=\"c20\"><span class=\"c9\">Key Takeaways<\/span><\/h3>\n<ul class=\"c5 lst-kix_7euxgjd68ql-0 start\">\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">An ethical code must be considered within the context of multiple systems. The most complicated are the overlapping cultures that affect us: the cultural context of the individuals and families that are served, the professional\u2019s own culture,\u00a0 societal values and policies and workplace expectations. These are not to be given equal weight, but they are all factors in the work and ethical life of the helping professional.<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">The purpose of presenting these interwoven concepts now is to give human services students an introduction to the ideas. Having an ethical code is a tool that will serve practitioners, the people serve, and society.<\/span><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h3 id=\"h.ukvzweopa5an\" class=\"c20\"><span class=\"c9\">Discussion Questions<\/span><\/h3>\n<ol class=\"c5 lst-kix_hosmt7otj01j-0 start\" start=\"1\">\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">What is the purpose of having a code of ethics?<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">What are the key similarities between the NOHS standards and the NASW code? the key differences?<\/span><\/li>\n<li class=\"c1 li-bullet-0\"><span class=\"c0\">Design an ethical dilemma that you could imagine facing.<\/span><\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<h3 id=\"h.opdx4o2ra6du\" class=\"c11\">Key Terms<\/h3>\n<p class=\"c4\"><span class=\"c0\">Dilemma: a situation where there is not a clear answer right away or when you are forced to choose between two or more decisions.<\/span><\/p>\n<p class=\"c4\"><span class=\"c0\">Ethics:<\/span><\/p>\n<p class=\"c4\"><span class=\"c0\">National Association of Social Workers (NASW):<\/span><\/p>\n<p class=\"c4\"><span class=\"c0\">National Organization of Human Services (NOHS):<\/span><\/p>\n<p class=\"c4\"><span class=\"c0\">Professionalism:<\/span><\/p>\n<p class=\"c4\"><span class=\"c0\">Social problem: <\/span><\/p>\n<p class=\"c4\"><span class=\"c0\">Standards:<\/span><\/p>\n<p class=\"c4 c39\"><span class=\"c0\">\u00a0<\/span><\/p>\n<h3 id=\"h.afc47jmib1j1\" class=\"c14\"><span class=\"c25 c36\"><\/p>\n<div class=\"textbox shaded\">\n<p><\/span><br \/>\n<span class=\"c9\">Licenses and Attributions<\/span><\/h3>\n<h4 id=\"h.5idk0edksizm\" class=\"c14\"><span class=\"c15 c10\">Open Content, Original<\/span><\/h4>\n<p class=\"c27\">\u201cConclusion\u201d by Elizabeth B. Pearce and Yvonne Smith is licensed under<br \/>\n<span class=\"c21\"><br \/>\n<\/span><\/p>\n<p><a class=\"c6\" href=\"https:\/\/www.google.com\/url?q=https:\/\/creativecommons.org\/licenses\/by\/4.0\/&amp;sa=D&amp;source=editors&amp;ust=1654280270105479&amp;usg=AOvVaw19aJ7PX71E-NH8_qVqhLR9\">CC BY 4.0<\/a><\/p>\n<p><span class=\"c0\">.<\/p>\n<\/div>\n<p><\/span><\/p>\n","protected":false},"author":291,"menu_order":2,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-22","chapter","type-chapter","status-publish","hentry"],"part":3,"_links":{"self":[{"href":"https:\/\/integrations.pressbooks.network\/testepubimportissue\/wp-json\/pressbooks\/v2\/chapters\/22","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/integrations.pressbooks.network\/testepubimportissue\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/integrations.pressbooks.network\/testepubimportissue\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/integrations.pressbooks.network\/testepubimportissue\/wp-json\/wp\/v2\/users\/291"}],"version-history":[{"count":2,"href":"https:\/\/integrations.pressbooks.network\/testepubimportissue\/wp-json\/pressbooks\/v2\/chapters\/22\/revisions"}],"predecessor-version":[{"id":26,"href":"https:\/\/integrations.pressbooks.network\/testepubimportissue\/wp-json\/pressbooks\/v2\/chapters\/22\/revisions\/26"}],"part":[{"href":"https:\/\/integrations.pressbooks.network\/testepubimportissue\/wp-json\/pressbooks\/v2\/parts\/3"}],"metadata":[{"href":"https:\/\/integrations.pressbooks.network\/testepubimportissue\/wp-json\/pressbooks\/v2\/chapters\/22\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/integrations.pressbooks.network\/testepubimportissue\/wp-json\/wp\/v2\/media?parent=22"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/integrations.pressbooks.network\/testepubimportissue\/wp-json\/pressbooks\/v2\/chapter-type?post=22"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/integrations.pressbooks.network\/testepubimportissue\/wp-json\/wp\/v2\/contributor?post=22"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/integrations.pressbooks.network\/testepubimportissue\/wp-json\/wp\/v2\/license?post=22"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}