Assignment: Sara Parker and Ethics

Assignment: Sara Parker and Ethics

Assignment: Sara Parker and Ethics

Assignment: Sara Parker and Ethics

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Discussion 1: Sara Parker and Ethics

One of the reasons there can be so much debate about ethical issues is because ethics are opinions informed by people’s values and people have different values. People can disagree about whether or not something is unethical, and, oftentimes, there is no right answer. In order to make decisions about what may be ethical or unethical, Yegidis (2012, p. 29) suggests focusing on these three questions:

 

            “Who should benefit or suffer from the actions of the researcher?”

 

            “Whose rights should take priority over those of others?”

             “Does the end (increased knowledge) justify the means (the methods used to acquire it and their potential for harm)?”

For this Discussion, view the Sessions episode on the Parker family. As you do so, consider which, if any, ethical mandates or standards were violated.

Permalink: 

·      Post a response explaining your reaction to the Parker episode.
 
·      Be sure to address whether or not the social worker violated any ethical mandates or standards.
 
·      Also explain which strategies could have been used to guide ethical practice.

 ·      Finally, describe the responsibility of the social workers in the Parker case.

Please use the resources to support your answers.

Assignment: Sara Parker and Ethics

References

 

Laureate Education. (Producer). (2013).Parker Family [Video File]. In Sessions.

Labott, S. M., & Johnson, T. P. (2004). Psychological and social risks of behavioral research. IRB: Ethics & Human Research, 26(3), 11–15.           

Nicotera, N., & Walls, N. E. (2010). Challenging perceptions of academic research as bias free: Promoting a social justice framework in social work research methods courses. Journal of Teaching in Social Work, 30(3), 334–350.

Parker Family Episode 4

Program Transcript

SOCIAL WORKER: Well, I think we should wrap things up. Does this same time

work for you next week?

SARA: Yes, it’s fine.

SOCIAL WORKER: Let me give you an appointment card. By the way, something occurred to me that might interest you. I have a colleague that’s doing a study on the impact of hoarding on family members. She wants to identify potential interventions. I think she’d love to talk to you and Stephanie.

SARA: Talk to me?

SOCIAL WORKER: She’s paying participants in her study. I don’t know how much.

SARA: Do I have to do it? I– I just don’t like people knowing my business.

SOCIAL WORKER: It’s totally confidential and anonymous.

SARA: I don’t know.

SOCIAL WORKER: I think it’d be a great opportunity for you.

SARA: I don’t know. Would she have to come see my home? I mean, I don’t like people seeing how I live.

SOCIAL WORKER: Don’t worry about that. You should at least talk to her. Like I

said, there’s some money in it for you. Can I give her your number?

THE END

Discussion 2: The Research Approval Process

The early years of the 20th century were host to a number of unethical research studies. Research involving the way that a young child reacts to and generalizes fear responses, medical experiments conducted in concentration camps, and observing the way people respond to authority were just a few of the most famous experiments whose byproduct was placing clients in physical pain and/or mental anguish. Since then, it has been recognized that research subjects need to be protected from the flagrant disregard of researchers. This week, you consider the guidelines in Walden University’s Institutional Review Board (IRB) document, “Research Ethics FAQs for Doctoral Students in the Clinical/Intervention Fields: Practical Tips for Avoiding Delays and Problems in the Research Approval Process.”

 ·      Post a description of two ways the guidelines in Walden University’s IRB document may impact the selection of a research population, research setting, and/or research design. (https://waldencfe.adobeconnect.com/irb/)

Please use the resources to support your answer.

References

Labott, S. M., & Johnson, T. P. (2004). Psychological and social risks of behavioral research. IRB: Ethics & Human Research, 26(3), 11–15.           


Nicotera, N., & Walls, N. E. (2010). Challenging perceptions of academic research as bias free: Promoting a social justice framework in social work research methods courses. Journal of Teaching in Social Work, 30(3), 334–350.

                        Retrieved from the Walden Library databases.

Walden University (n.d.). Academic Guides: Research Ethics & Compliance: Welcome from the IRB. Retrieved September 12, 2016, from http://academicguides.waldenu.edu/researchcenter/orec

Discussion 3:

 Refer to the topics covered in this week’s resources and incorporate them into your blog.

Post blog post that includes:

·      An explanation of potential challenges in adhering to confidentiality in your field education experience 

·      A description of agency policies or mandates with regard to confidentiality
 
 ·      An explanation of potential challenges in communicating with clients within your agency

Be sure to support your blog posts with specific references to this week’s resources.

References

Garthwait, C. (2012). The social work practicum: A guide and workbook for students (6th ed.). Upper Saddle River, NJ: Pearson.

Saxon, C., Jacinto, G. A., & Dziegielewski, S. F. (2006). Self-determination and confidentiality: The ambiguous nature of decision-making in social work practice. Journal of Human Behavior in the Social Environment13(4), 55–72.

Wulff, D. P., St George, S. A., & Besthorn, F. H. (2011). Revisiting confidentiality: observations from family therapy practice. Journal of Family Therapy33(2), 199–214.

Assignment: Sara Parker and Ethics

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

  • Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words.
  • Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
  • One or two-sentence responses, simple statements of agreement, or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
  • I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

  • Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
  • In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
  • Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
  • Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

  • Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
  • Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
  • I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

  • I discourage overutilization of direct quotes in DQs and assignments at the Masters’s level and deduct points accordingly.
  • As Masters’s level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
  • It is best to paraphrase content and cite your source.

 

LopesWrite Policy

  • For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
  • Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
  • Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
  • Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

  • The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
  • Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
  • If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
  • I do not accept assignments that are two or more weeks late unless we have worked out an extension.
  • As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

  • Communication is so very important. There are multiple ways to communicate with me:
    • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
    • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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