Case Study Analysis

 

Ethical behavior is foundational to your work as an advanced generalist social worker. Some violations of the NASW Code of Ethics are blatant, but others are less obvious. In this assignment, you analyze a given scenario involving possible violations of the NASW Code of Ethics.

By successfully completing this assignment, you demonstrate your proficiency in the following EPAS and advance generalist specialized behaviors:

Competency 1: Demonstrate Ethical and Professional Behavior.
C1.SP.A: Apply professional use of self and leadership skills with colleagues, clients, groups, organizations, and communities.
Related Assignment Criterion:
7. Demonstrate professional use of self and leadership.
Competency 1: Demonstrate Ethical and Professional Behavior.
C1.SP.B: Articulate and provide leadership in the application of the core values and ethical standards of the social work profession through an ethical problem solving model to aid in critical thinking, affective reactions and ethical decision making related to individuals, families, groups, organizations, and communities to guide and inform ethical practice in the specialization of advanced generalist social work.
C1.SP.C Integrate the ethical and effective use of technology at all levels of practice in the specialization of advanced generalist social work with individuals, families, groups, organizations, and communities.
Related Assignment Criterion:
1. Identify the unethical use of technology and other ethical and diversity issues in the case.

Competency 6: Engage With Individuals, Families, Groups, Organizations, and Communities.
C6.SP.A: Apply critical thinking and decision making in verbal and written communication through the use of leadership and technology when engaging with colleagues, individuals, families, groups, organizations, and communities.
Related Assignment Criterion:
2. Analyze the issues involved in a case using critical thinking skills.

Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities.
C7.SP.A: Apply critical thinking and decision making in verbal and written communication through the use of leadership and technology when assessing colleagues, individuals, families, groups, organizations, and communities.
Related Assignment Criterion:
2. Analyze the issues involved in a case using critical thinking skills.

Competency 8: Intervene With Individuals, Families, Groups, Organizations, and Communities.
C8.SP.A: Apply critical thinking and decision making in verbal and written communication through the use of leadership and technology when intervening with colleagues, individuals, families, groups, organizations, and communities.
Related Assignment Criterion:
2. Analyze the issues involved in a case using critical thinking skills.

Competency 9: Evaluate Practice With Individuals, Families, Groups, Organizations, and Communities.
C9.SP.A: Apply critical thinking and decision making in verbal and written communication through the use of leadership and technology evaluations with colleagues, individuals, families, groups, organizations, and communities.
Related Assignment Criterion:
2. Analyze the issues involved in a case using critical thinking skills.
Competency 2: Engage Diversity and Difference in Practice.
C2.SP.B: Apply leadership skills, theoretical frameworks, decision making and best-practice interventions with diverse populations.

Sample Solution

Rationality in the past was more reflective of ‘substantive’ value as an ‘ideal state’ of health but the modern ‘trend’ moved towards ‘formal’ methods that were effectively applied to ‘increase vitality’ and ‘enhance life expectancy’ in society (Cockerham, Abel & Luschen, 1993, Weber, 1904). This signifies that contemporary society has more control over their health as essentially more knowledgable in recognizing ‘consumption versus production’; ‘choices versus life-chances’; class similarities versus distinctions’; and ‘self-control versus conformity’ that shapes real operationalization healthy lifestyles I postmodern western society (Cockerham, Abel & Luschen, 1993, Weber, 1904).

In the West ‘formal rationality’ society applied practical experiments to dispute beliefs therefore making it possible to improve rather than abstract from worldly knowledge by challenging ‘religious dogma’, customs and traditions (Kennedy 1987 p.30, Cockerham, Abel & Luschen, 1993) and not just follow beliefs without questioning whether they are true or false, for example, whether God exists – can be or not be believed due to lack evidence and facts to prove there is a god (Cobern, 2000). Human thought during the enlightenment era believed what they were taught by religious leaders was not questioned, for example, the Calvinists’ belief was that life after death existed, however, no facts and information confirmed or denied this belief (Weber, 1904). However, knowledge in society provided science as a way to view information and facts to be true or false with consistency and evidence to confirm society’s reasoning and knowledge of whether it is a ‘reality’ or ‘belief’, for example, so you can feel, smell, taste or see it, therefore, the brain interprets whether it is ‘real’ or just a ‘belief’ (Cobern, 2000).

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