JSWVE addresses ethical and value issues that encompass the full range of social problems and issues that social workers encounter. The journal provides the necessary historical perspectives on the development of social work values and ethics, as well as presents articles providing value and ethical dilemmas stemming from state-of-the-art developments. Development of models for analyzing and resolving value and ethical conflicts. Discussion of ethical and value dilemmas related to the development of new technologies.
Consider, for example, eight-year-old Kate. Once she recovers, she feels terrible about her lack of impulse control. So do her classmates. Some exhibit their own stress and even fear when Kate is around, as they worry about triggering her next outburst.
Brown, to remove Kate from the classroom before she disrupts class. Brown, a veteran special educator, strongly objects to this rule; the principal, however, overrides her objection. Now Kate is showing signs of stress in the middle of a lesson, in which students are engaged in a vigorous debate over rock classification.
To be sure of staving off an outburst, Ms. Brown would likely need to end the activity. Or she could preemptively send Kate out of the class.
This dilemma, or some variation of it, is likely familiar to all teachers and school leaders. We have all taught students like Kate. Yet educators are typically taught to understand the challenges posed by disruptive students in a limited way, as problems solely of instruction, leadership, or statutory compliance.
They raise questions about our values and principles: What do these values mean in Ms. What should they mean? In addition, they raise questions about how to respond when important values come into conflict.
What kinds of diversity should be welcomed in the classroom, and what places a child beyond the pale—and why? Educators and policy makers often struggle with such ethical questions—not just about discipline, but also about promotion and retention policies, grading practices, assessment and accountability measures, school choice, tracking, and myriad other decisions both large and small.
Educators tend, however, to keep such struggles private. They are afraid to admit to others that they are unsure about the moral dimensions of their work. As a result, ethical uncertainty is hidden away, unexamined as an opportunity for collective learning.Risky Conditions.
Alert, well-meaning, sensitive, mature, and adequately trained therapists functioning within their bounds of competence will encounter ethical dilemmas that can result in vulnerability to charges of misconduct. About the Author: Jacob Fay is an advanced doctoral student at the Harvard Graduate School of Education (HGSE) and an incoming Graduate Fellow at the Safra Center for Ethics at Harvard.
Meira Levinson is Professor of Education at HGSE; she writes about educational ethics, civic and multicultural education, and liberal political theory. Social workers are routinely confronted with ethical dilemmas in practice, and social work programs infuse their courses with professional ethics and values to help students prepare for this eventuality.
Clients. A social worker's commitment is first and foremost to her clients.
Despite her best intentions, a social worker may come up against certain legal and ethical challenges during her work with clients. interpretation of the profession’s ethical standards. Some of these conflicts involve acts of commission, when social workers deliberately decide to violate the law to fulfill what.
Ethics or moral philosophy is a branch of philosophy that involves systematizing, defending, and recommending concepts of right and wrong conduct. The field of ethics, along with aesthetics, concern matters of value, and thus comprise the branch of philosophy called axiology..
Ethics seeks to resolve questions of human morality by defining concepts such as good and evil, right and wrong.