Assignment Task
Unit Learning Outcomes Addressed Learning Outcomes
Critically analyse the ethical dimensions of human service and social work problems, identify ethical dilemmas
Explore response options and demonstrate a capacity to critique the merits and implications of particular options
Demonstrate a reflective approach to the incorporation of ethical and legal considerations into social work and human service practice
OVERVIEW
Case Studies Analysis
You will analyse the ethical dimensions for practice from a case study. These cases studies are on Blackboard in the assessment 2 folder. Tutorials and lectures will provide you with an opportunity to develop the skills needed to analyse the ethical dimensions of practice. This analysis will draw on relevant ethical approaches, model, principles, Codes of Ethics, as well as legal considerations.
WHAT YOU WILL DO
You are required to:
Provide an analysis of the ethical dimensions of one case study.
The structure of your analysis is to identify the ethical dilemma present in the case study that is particularly relevant to your SWHS practice.
You will use ethical concepts, perspectives and models presented in the unit, to analyse the ethical dilemma of SWHS practice.
You must reference Bowles et al (2006) and McAuliffe & Chenoweth (2008) and AAWS Code of Ethics (2010) as you will need these references to complete your assignment. McAuliffe & Chenoweth (2008) paper is on blackboard in the assessment folder.
WHAT YOU WILL SUBMIT
The case study analysis is an applied assessment. This means you won’t build an argument like you normally would in an essay, you will be applying the theories and literature from the course to a case study in order for you to resolve an ethical dilemma and demonstrate your understanding. As a result, you won’t be using as many references and will have 6-10 references at the most.
Case studies are in the case study folder under Assessment 2 in Assessment tab. Choose one of the case studies that is located there. You will write this assessment in first person, in the role of the worker in the case study.
You will apply McAuliffe & Chenoweth’s (2008) inclusive model of ethical decision making (Steps 1-5) to a case study of your choosing. You will also apply cultural pluralism literature to deepen your analysis in working with the dilemma in the case study as you go through each step of the decision- making framework.
You will be assessed on the following criteria (see CRA sheet in the assessment folder):
Your ability to apply the decision-making framework to your case study – Using McAuliffe & Chenoweth’s (2008) ethical decision- making framework, apply each step of the model to your case study. Be careful when answering questions regarding these steps as it is important not to simply slip into providing specific practice solutions and interventions to problems or issues that are present in the case study. The model is designed to focus on the overarching ethical dilemma and not the individual issues relating to the case. When considering the cultural aspects of the case study, you will need to explore how you will incorporate cultural safety/cultural pluralism into your decision-making.
Your ability to articulate an ethical dilemma and discuss the ethical cluster in analysing a case study. In step 1 of the decision-making framework, you need to identify the dilemma, and this is an important step as it sets the focus of your analysis. Firstly, identify the ethically relevant facts in the case study. There may be a number of issues at play in each scenario so just dot point those that are important to analyse. Not every fact or issue will result in a dilemma but they might together be the different elements for consideration of your dilemma. Next, consider which cluster the ethical issue belongs to (autonomy/paternalism; confidentiality/privacy; social control/toleration). Discuss the ethical dilemma in relation to the considerations involved (see Bowles et al, 2006, chapters 6, 7 & 8).
Your ability to apply ethical theory to generate options in resolving an ethical dilemma in a case study. In step 4 of the decision-making framework, you are asked to generate options for consideration. You will apply the three ethical theories (deontological, consequential and virtue) and compare and contrast the different approaches in how the situation would be understood. You are to demonstrate your understanding that ethical decision-making requires commitment to rules and duties, especially upholding human rights and human dignity?; commitment to goals and outcomes, especially social justice?; and commitment to being a certain sort of person – practising the virtues of integrity, competence, compassion etc.?
Your ability to critically reflect on how your assumptions have influenced your preferred responses. In step 5 of the decision-making framework, you are to evaluate your task through critical reflection. How have discourses shaped your assumptions? Consider what ethical skills (Bowles et al, 2006, p224) you would need to draw upon or develop in order to become an ethical SWHS practitioner.
NOTE:
A scenario is simply a tool for learning. It does not give all information, nor provide a process for answering questions. So it is quite valid and appropriate for your answers to be tentative- such and such might be relevant, the worker should consider such and such etc. There are some principles that you may wish to assert more strongly. However, keep in mind multiple factors and further re-evaluation as they are implemented.
RESOURCES AND USEFUL REFERENCES
You should refer to SWB219 Blackboard site for other useful resources and references. Please use SWHS specific resources to guide your ethical analysis for this assessment piece as you are writing from this bounded position.
The library learning resources on writing and referencing are useful for planning and developing your analysis http://studywell.library.qut.edu.au/Case scenarios in both lectures and tutorials will provide an opportunity to engage with the key ethical theories, principles, and decision making approaches that will inform your analysis of ethical SWHS practice. This analytical essay allows you to apply this knowledge in more detail and at a higher critical level than the tutorial activities allow.
SUBMISSION CHECKLIST
To help prepare and organise your paper, please ensure that:
you have used the Microsoft Word for your paper and the marking criteria is attached to this word file;
you have named your Word document: SWB219CaseStudyanalysis_YourName_21 and NOT saved it as a PDF file;you have edited your writing, spelling and grammar to ensure there are few, if any, mistakes;all in-text references are correctly cited and listed in your Reference List;all literature in the Reference List has been referred to somewhere within the body of your report;your work meets the requirements for academic integrity in drawing on the work of others;
your choice of referencing style is APA (6th ed.). (See ‘Cite Write’ for further information);you have checked your work against the marking criteria and standards for grading
HOW YOU WILL SUBMIT
Case Study: Marianne
You are a social worker in a local family support centre in a regional town of 8,000 people. As a social worker at the centre, you sometimes provide support to families through contact made at the after school and vacation care program run by the centre. You have some contact with parents at the after-school program which assists in building positive links with them. It is through this general contact with parents at the after-school program that you have met Marianne, whose daughter Kylie attends the program.
You think Marianne is quite vulnerable, although difficult to engage and at times ‘prickly’. Based on her dress and grooming you believe that Marianne places a high degree of importance on her appearance. Its a small town so you have heard some stories from other staff about Marianne’s recent divorce, following her ex-husband’s affair. The other workers have heard tales of massive domestic yelling rows heard by neighbours. Tea room gossip typifies the husband as incredibly good looking, as a bit of a ‘ladies man’, and a drinker, but never to the point of becoming abusive.
Marianne self-describes as a fairly middle-class sort of person. She owns her house after the property settlement and has a job working as a visiting nurse to private patients. Her work is organised through a private agency to which Marianne pays a commission. She has no apparent income issues.
At a family support centre meeting, the after school care workers mention that Marianne’s daughter Kylie is often extremely disruptive and demanding. In amongst discussions about the best ways to respond, some workers indicate they are wondering if it is in the best interests of the other children for her to remain. The family support centre manager indicates that as resources are currently short in the agency that at this stage the approach should be for the after care staff to work with Kylie around her behaviour, with a further update at the next staff meeting. You decide that it would be useful to get closer to Marianne to see if there is family oriented support or assistance the Centre should offer. At first, Marianne is aloof, almost hostile, but you work at the relationship by developing a pattern of chatting to Marianne informally during her visits to the after school centre about once a week. You call this “micro practice”; Marianne calls it “dropping in for a chat”. After about three months, Marianne starts to become more open and relaxed, and begins to talk about her marital relationship and you discover her situation was much worse than the centre gossip said in terms of domestic violence. You discover that Marianne has struggled with anxiety for some time and that she believes this is related to the violent conflict in her marriage. Marianne considers you to be a “friend” as she lost most of hers when her marriage deteriorated and tells you to pop in for a coffee some time.
One morning you notice that Marianne has left her jacket at the Centre from the previous day and you tell the Manager that you will see that it is returned. Later that day you are driving past where Marianne lives and spontaneously decide to drop off the jacket at her home. When Marianne opens the door, she is far from sober. You ask her if she is OK and Marianne says she sometimes has a few drinks to calm her anxiety, but it is not a problem. It’s just her way of handling things. However, the following week at the after school centre Xmas party, Marianne arrives in her car at 4pm looking ‘a bit drunk’. You also knows Marianne is supposed to be working that evening.
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