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Module 2 Reading/Listening/Viewing AssignmentModule 2 Reading Assignment:Barsky: Chapters 5-7Module 2 Listening Assignment:Social Work Podcast: 2018 NASW Code of Ethics (Part 2) (23:27 minutes) In Part 2, episode 114, we talk about Section 1.04(e) knowing the laws in your jurisdiction and the one where your client lives and how that affects practicing across state lines with or without technology.  We also talk about 1.05, cultural competence. https://socialworkpodcast.blogspot.com/2018/01/Ethics2018-2.htmlLast Week’s feedback: (I attached the assignment for your reference)These are the things I looked for while grading this assignment: (15 POINTS)1.Did the answer demonstrate a comprehensive understanding of the question and scenario? Your answers, though comprehensive, did not specifically list or cite the NASW codes with the appropriate subsections and points were deducted.2. Did the answer provide a critical analysis of the scenario and content and supported by logical and accurate evidence? Yes, this was thorough.3. Did you appropriately cite references and if any of the NASW Code of Ethics were used, were the appropriate subsections cited? see above in 1. Would like to see (for example) 1.02B listed in regard to your argument.

665 Leadership and Supervision: Assignment 2
Complete the following assignments from the Barsky textbook. Please be sure to complete only
the questions and sections outlined in the directions. Your answers to the questions should be in
sentence/paragraph format. You do not need to type out the question within your homework
assignment, but the submission needs to demonstrate your comprehensive understanding of the
question and scenario. You can use the 1-5 numbering below to identify which component of the
assignment you are answering. If the question has subsections (i.e. a, b, c, etc.), make sure to
identify those individually and answer/discuss those individually.
Resources are required as you are using knowledge from sources (at least the textbook and
possibly others). Give proper credit to your sources and use APA formatting. Direct quotes are
not allowed in assignments. Your responses should go beyond paraphrasing the textbook. You
will be graded on appropriate grammar, APA formatting, and how clearly and correctly you
answered each component of the question. Your answers must reflect a critical analysis of the
scenario/question and content and be supported by logical and accurate evidence.
When you reference any NASW Code of Ethics, be very specific. Many of the codes have
several subsections. For example, 1.07 Privacy and Confidentiality has 23 different
subsections. Each one of them addresses a different aspect of 1.07. When you are
identifying the applicable code, ensure that you identify the specific subsection that applies.
When you use the code, cite the Code. Make sure you thoroughly read each section.
This assignment is worth a total of 20 points; see the point values, per question, within each
question below. Most questions can be answered within 1-2 well developed paragraphs. Read the
question carefully and ensure you answer all components. It is essential when you answer the
questions that you provide justification/evidence to support your claim.
**Be mindful this is an advanced level graduate course. Your intellectual depth and critical analysis
should be evident in your responses** Although points in this assignment are earned through
answering specific questions, your score may be reduced by as much as 2 points for less than
graduate level writing quality (i.e. spelling and grammar errors) or for not using APA formatting.
1.
On page 132-133 of the Barsky textbook, complete #2a, b, c, d. (A1.3)
Identifying Breaches: For each of the following scenarios, identify which standard from
Part 1 of the NASW Code of Ethics has been violated by the social worker. Describe the
specific behavior that violates this standard and how the social worker should have acted
in order to comply with the relevant ethical standard.
This question is worth 12 points: 1 point for identifying the correct code and sub code (if
applicable), 1 point for the description of the specific behavior that violates the code and 1
point for discussing how the social worker should have acted for a total of 3 points per
scenario. There are four scenarios.
Example: Shirlyn gets a new job. She tells her supervisor to say good-bye to all her
clients because she has to start the new job tomorrow. Answer: Shirlyn violated
Standards 1.15 and 1.17(b) by abandoning her clients without taking proper care to
ensure continuity of services. Rather than leave right away for her new job, she should
have stayed with her current agency long enough to be able to effect appropriate
terminations and transfers of work with her clients.
a. Selma comes home from work in tears. When Selma’s husband asks her why she
feels so sad, she confides that her client, Clarissa, committed suicide by hanging
herself.
b. Carly sees her worker Shaquille taking copious notes of their session. Carly asks
if she can see what he is writing. Shaquille says, “No, I’m sorry. They’re my
personal notes to help me remember what we’ve discussed.”
c. The Condry family fails to show up for its second appointment in a row. Sammy
writes in his case notes, “This family is irresponsible.”
d. Catarina says she cannot afford to pay Shorty for his social work services. Shorty
says she can help paint his office in lieu of any cash payment. He jokes that if she
does not do a good job painting, he may have to terminate services.
2. On page 134 of the Barsky textbook, complete #6b. (A1.3)
Preventing Breaches: For each of the following scenarios, identify the ethical breach and
what type of help the worker should have sought in order to prevent the breach from
arising. In order to identify the breach, you have to identify the specific code related to
the scenario, make sure to include subsection(s) if applicable. This question is worth 2
points: 1 point for identifying the ethical breach and specific code and 1 point for identifying
the help the worker should have sought out.
b. Shifra loves children and knows that children love peanut brittle. She tells her
young clients that she loves them. She also gives them peanut brittle to reinforce
good behavior. One day, Clifford (age 7) shows up at the front door of her hose,
telling her he has been good and asking for peanut brittle.
3.
On page 135 of the Barsky textbook, complete #9. (A1.5 and A2.2)
Implicit Bias: Implicit bias refers to unconscious thought processes or automatic thinking
that may lead people to act on stereotypes or generalizations. To raise self-awareness and
avoid imposing biases on clients, select and take one of the implicit bias tests from
https://implicit.harvard.edu/implicit/takeatest.html.
If you select a test that says there is no bias, select another for the activity. We all have
biases and we learn from identifying and acknowledging them. After taking this test,
consider (a) What did you learn about yourself from taking this test; and (b), How could
you ensure that this bias does not impair your ability to work with certain client groups?
It is expected that you complete this with honesty and deep reflection. This question is worth
2 points: a) is worth 1 point and b) is worth 1 point.
4.
On page 186 of the Barsky textbook, complete #14a. NOTE: in addition to the question
in the book; highlight how you would also engage the client(s) from a strength-based
demeanor and attitude using your selected method of discussion. (A1.1)
Matching Issues with Methods of Discussion: Identify which method of discussion fits
best with each of the following ethical issues. Provide reasons, in terms of the purposes,
strategies, strengths, and limitations of each method. This question is worth 4 points: 1
point for the correct method, 0.5 point each for the purpose, strategy, strength and limitation
of the selected method in relation to the scenario, and 1 point for your explanation of how to
use this method with a strengths-based demeanor.
a. A community that is split among socio-economic lines (rich and poor) needs to
determine whether to raise taxes to provide better services for people living in
poverty. The community hires a social worker to design and facilitate a discussion
exploring the ethical implications of raising taxes.
Ethics and Values in Social Work
Oxford University Press
Chapter 5:
Practice, Values, and Ethics—
Social Work with Individuals
Allan Barsky
8/3/2020
1
Agenda
Part I of NASW Code – Obligations to
Clients
Ethical standards important to various
stages of the GIM:
Engagement
Assessment
Planning
Intervention
Termination, Evaluation & Follow-Up
Ethics for all stages…
Allan Barsky
8/3/2020
2
Engagement Stage
What do these standards say, and why are the
particularly important in the engagement
stage?
Commitment to Clients (s.1.01)
Self-Determination (s.1.02)
Conflict of Interest / Dual Relationship
(s.1.06)
Privacy and Confidentiality (s.1.07)
Allan Barsky
8/3/2020
3
Confidentiality:
Ethics, Laws, and Contracts
Professional Ethic (enforced by profession)
Constitutional Rights: Freedom of Speech
(Expression) or Privacy (Confidentiality)
Duty to Warn/Protect (e.g., Tarasoff/Boynton,
HIV, child abuse – ethical vs. legal
obligation/justification)
Patriot Act – anti-terrorist/limits privacy rights
Torts – Deliberate vs. Negligent Wrongs
Fair Trial – Privilege vs. Whole Truth (journalists, social
workers, doctors, clergy…)
Records – Client rights/HIPAA/Insurance
Agreement to Keep Confidential
Allan Barsky
8/3/2020
4
“Access to Records”
Open Notes: Difficult to serve?
https://www.opennotes.org/case-for-opennotes

Allan Barsky
8/3/2020
5
Assessment Stage
Confidentiality and Collateral Contacts
– Consent to Release Information
Competence (s.1.04)
– Malpractice
Cultural Awareness (s.1.05)
– supervisor has asked you to work with a couple
that recently emigrated from Ghana
Allan Barsky
8/3/2020
6
Planning Stage: Informed Consent
What is informed consent?
Why is it important? How related to self-determination?
How to consent? Tacit/Direct; Verbal/Written; Past/Present/Future
Components
•Provide Information
•Voluntary
•Mental Capacity
Challenging Situations: Elderly, people with mental illness,
people with addictions, minors, or others with diminished
memory or cognitive ability. People in involuntary settings.
Allan Barsky
8/3/2020
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Implementation Stage: Competence
What knowledge, strategies, and skills are
you expected to possess? – identify contexts
What should you do if you lack
competence, or could use support? – e.g.,
working with a client who has experienced
sexual trauma or torture
Allan Barsky
8/3/2020
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Termination, Evaluation, and Follow-Up
Do not abandon
Ensure continuity of service (s.1.15)
Under what circumstances is it
inappropriate to terminate services with a
client? (s.1.17)
Research, Scientific Inquiry
Commitment to clients
Allan Barsky
8/3/2020
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Ethics for All Stages
Record keeping (s.3.04)
Boundaries (ss.1.09-1.12) – sexual,
physical, sexual harassment, derogatory
language
– Boundary Crossings vs. Boundary Violations
– Ex.3, p.118 – A client tells you that you have
beautiful eyes. How would you respond in a
professional manner – respectful – setting
appropriate boundaries?
Allan Barsky
8/3/2020
10
Managing Risks
Lack of Knowledge
Worker Stress
Inappropriate Client-Worker Boundaries
Allan Barsky
8/3/2020
11
Consequences of a Breach
NASW National Ethics Committee
Civil Law Suits – Malpractice
Agency Discipline
Licensing Board
Criminal Prosecution
Allan Barsky
8/3/2020
12
Ethics and Values in Social Work
Oxford University Press
Chapter 6:
Practice, Values, and Ethics—
Social Work with Families
Allan Barsky
8/3/2020
13
Agenda
Who is the client?
Confidentiality in Family Work
Neutrality in Family Work
Self-Determination and Informed
consent
Engaging Clients in Ethics-Related
Discussions
Case situations
Allan Barsky
8/3/2020
14
Who is the client?
To whom does a SW owe a duty of care, and
what duties – self-d, confidentiality,
informed consent, & primary obligation?
Differentiate:
Referral source
Client
Intervention focus
Beneficiary
Payer
Page 128 Exercise 1
Allan Barsky
8/3/2020
15
Who is the Client? Family with Elder
Caris calls SW to say her elderly father,
Mr. Fromer, needs help for depression.
When SW calls Mr. Fromer, he says that
his daughter does not know what she is talking
about, and claims she is emotionally abusive
toward him. Mr. Fromer says he would like the
SW to help his daughter, “to knock some sense
into her.”
Caris tells the SW that her father likes to play
practical jokes, but he really needs help. SW does
not know who to believe or side with.
Allan Barsky
8/3/2020
16
Confidentiality in Family Work
NASW Code authorizes different approaches
Pros/Cons of different approaches
Never meet or talk separately with family
members
Information shared privately by one family
member will not be shared with others
unless explicit consent
SW may use discretion about whether to
share information from one with others
Allan Barsky
8/3/2020
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Neutrality in Family Work
What are some situations when a SW may
want to “take sides” in family issues?
Under what circumstances is it appropriate
to take sides? What is the ethical
justification for taking sides?
Under what circumstances is it
inappropriate to take sides? Why?
Allan Barsky
8/3/2020
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FAMILY COUNSELING SERVICES CONTRACT
We, [names of clients], agree to participate in family
counseling with [name of counselor] for the purposes of
[identify issues or concerns to be handled in
counseling].
We agree that the counselor will maintain our
confidentiality by not sharing our private information
with people outside of the Family Counseling Services
Agency, except as stated in this agreement or required
by law. We understand that the counselor has a duty to
report suspicions of child abuse/neglect or situations
where a person may be placed at risk of serious,
imminent, and foreseeable harm.
Allan Barsky
8/3/2020
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We also understand that the counselor may share
information with the clinical supervisor or others
at the agency on a need-to-know basis. We may
also authorize the counselor to share information
with others outside the agency by signing a
“Release of Confidential Information Form.”
We agree that the counselor may meet
separately with family members from time to
time. The counselor may use his or her discretion
about whether or not to share information from
one family member to another.
Signatures and dates
Allan Barsky
8/3/2020
20
Self-Determination &
Informed Consent
How would you deal with self-d and informed
consent when:
Parents bring in a child for help, but the
child does not want help
An adult brings an elder parent for services
but the elder parent has severe dementia and
cannot provide consent on her own behalf.
Allan Barsky
8/3/2020
21
Permission from Family
Members
SelfDetermination
Assent
Consent
Allan Barsky
8/3/2020
22
Individual & Family
Counseling Situation
Carole and Coleman have been seeing you for
couples counseling
They terminate couples counseling after Carole
discloses being transgender
Carole wants to see you for individual counseling
to help with transition
What ethical issues arise?
How should you respond?
Allan Barsky
8/3/2020
23
Inter-Religious Situation
Mr. Carter and Dr. Chalk have been married
for two years.
Dr. Chalk is pregnant with their first child.
Dr. Chalk wants to raise the child as per her
Catholic upbringing; Mr. Carter wants to
raise child as per his Wicken upbringing
They ask you for advice on what religious
upbringing would be best?
Allan Barsky
8/3/2020
24
Corporal Punishment
Madera uses corporal punishment to discipline her
4-year-old (e.g., a smack on the buttocks)
Shenease (social worker) is not sure whether this
form of discipline is abuse, but she disapproves of
corporal punishment due to negative effects on
children’s self-esteem
What guidance does the
NASW Code of Ethics
provide?
Allan Barsky
8/3/2020
25
Opting Out
The Cholias family is seeing Ms. Switzer for
family counseling. The presenting problem is that
their son is having challenges at school due to
attention difficulties.
Mr. Cholias says he is not coming back to
counseling because it is not helping and he doesn’t
have time.
Ethically, should Ms. Switzer terminate work with
the family, or continue to work with Mrs. Cholias
and her son?
Allan Barsky
8/3/2020
26
Allan Barsky-Ethics & Groups
8/3/2020
27
Ethics and Values in Social
Work
Oxford University Press
Chapter 7:
Practice, Values, and Ethics—
Social Work with Groups
Allan Barsky
8/3/2020
27
Allan Barsky-Ethics & Groups
8/3/2020
28
Agenda
Ethical Issues in Group
Work
Ethics Committees
Methods of Facilitated
Discussion
Allan Barsky
8/3/2020
28
Allan Barsky-Ethics & Groups
8/3/2020
29
Socratic Methods of
Inquiry
Learning discussion
Questions used to
facilitate insight and understanding
Need to build high level of trust –
engage, engage…
Example – Do believe that the state
should criminalize having an
abortion?
Allan Barsky
8/3/2020
29
1
Ethics and Values in Social Work
2
Ethics and Values in Social Work
Question 3 on Page 12
Case 3 is an ethical issue and an ethical dilemma. It is an ethical issue because it involves
a question of right or wrong behavior to be decided (Barsky, 2019). The eight-year-old Chauncey
is left by her parents at home because they feel that they have precautions to ensure that she is
safe. However, the law dictates that no child under eight should be left at home unattended. It is
an ethical dilemma because this issue is challenging for Stacey to solve. Stacey feels that
Chauncey is better off with her parent’s plan than being placed in foster care. Despite being
illegal, the parents have taken precautions to ensure that Chauncey is safe. Additionally,
Chauncey’s parents recently immigrated to the US and thus have no friend or relative to help
with Chauncey’s care.
Question 7 on Page 31
7 d) Fort this case scenario, Sinbad demonstrates the social work core value of the importance of
human relationships. Sinbad views his clients in the context of their relationship with family
members. He advocates for a child welfare policy that will enable extended family involvement
in child abuse and neglect cases.
7 e) Squiggy shows the core value of dignity and worth of a person. Squiggy advocates for the
respect of every member of society, including people living with HIV/AIDS. He is aware that by
protecting the dignity of stigmatized people in society, it will be easier to work with clients on
issues, concerns, and goals they are pursuing (Barsky, 2019).
7 f). Shevaun demonstrated the value of integrity by referring her client to a social worker
experienced in aviophobia. This shows that Shevaun is honest, reliable, and responsible. She is
3
aware of her deficient knowledge and expertise in aviophobia. Referring the client to an
experienced social worker will enable the client access better services.
Question 9 (d) on Page 31-32
I might demonstrate an expressive response of sympathy and fidelity to show my feelings
for the ten-year-old boy. This is important in encouraging the boy to open up and disclose more
about his relationship with the father so that I can help. Knowledge about the father-son
relationship will inform better strategies to help the boy live amicably with his father.
Question 3 (b) on Page 75
I will hold mildly negative attitude against the issue of able-bodied people of welfare
working to collect welfare benefits. I will be opposed to it but will not attach extreme importance
to this attitude. Mild opposition makes a social worker not have strong emotions to take action to
oppose an initiative (Barsky, 2019). As recorded by Reamer (2018), attitude certainty refers to
social workers’ degree of confidence about their position on an issue. If I continue feeling that it
is wrong to make able-bodied men work, I will seek facts and rational arguments. Last, attitude
centrality demonstrates how deep-rooted a particular attitude is in a social worker’s sense of
identity (Steiner, 2021). Regarding attitude centrality, I will find it difficult to consider the
initiative of having able-bodied men work for social welfare benefits as legal and right.
Question 4 (b) Page 75
Sacha has good intentions of having people living in a democratic society understand
what is going on in their communities. Nonetheless, ignoring and breaching client confidentiality
might put him at risk of making a risky ethical choice. Standard 1.03 subsection (a) of the Code
of Ethics of the NASW accentuates the need for informed consent. According to this code, a
social worker is expected to seek valid informed consent from clients. This should be done by
4
telling clients about the purposes and risks of their services, risks related to third-party players,
reasonable alternatives, and relevant costs, amongst other issues (Reamer, 2018). In cases where
a client is incapable of offering informed consent, standard 1.03 subsection (c) applies. This
subsection highlights the need for a social worker to protect the client’s interests by seeking
consent from a third party (NASW Code of Ethics, 2021). Breaching client confidentiality ought
not be an option in Sacha’s case.
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References
Barsky, A. E. (2019). Ethics and values in social work: An integrated approach for a
comprehensive curriculum. Oxford University Press.
NASW Code of Ethics (2021). Code of ethics of the National Association of Social
Workers. https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-EthicsEnglish
Reamer, F. G. (2018). Social work values and ethics. In Social Work Values and Ethics.
Columbia University Press. https://doi.org/10.7312/ream18828
Steiner, O. (2021). Social work in the digital era: Theoretical, ethical and practical
considerations. The British Journal of Social Work, 51(8), 3358-3374.
https://doi.org/10.1093/bjsw/bcaa224

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