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NASW Code of Ethics Social Workers and Ethical Dilemmas
NASW Code of Ethics: Social Workers and Ethical Dilemmas
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NASW Code of Ethics: Social Workers and Ethical Dilemmas
In every profession, there is a code of ethics for workers to follow. Social workers have their code of professional conduct and standards that define how they behave. However, in our daily practice as social workers, we meet a lot of issues, and some are confusing. Such issues known as ethical dilemmas, present us with more than one option to choose from, and for most of us, the moment is trying. An ethical dilemma is a state of mental conflict through which choosing one moral imperative will result in going against another. In my practice as a female social worker, I work as a mental health therapist where I do group therapy for patients between the ages of eighteen and seventy. Among my roles, I major in teaching independent living skills, anger management, relaxation techniques and self-control.
Working in a mental facility is challenging. For example, a client may want to act on their own and make decisions important in their lives. Some time ago, I was dealing with a female client who at the time was aged forty. She got admitted for rehabilitation because she was suffering from a personality disorder that is a condition that makes a person to have extreme and inflexible personality traits that differ from normal cultural expectations. At some point, she approached me and explained that she stresses herself about the personality disorder. It was seasonal but she felt that it was a permanent part of her life. Thus, she said that she had decided to quit the facility and once out, she will end her life. I got worried and I had to act quickly to save her life. An ethical dilemma came up because as an adult, my patient makes decisions about her life, and that included ending her relationship with our mental health facility. On the other hand, if our organization agreed to let her leave, she will have ended her life. However, my worry was strictly professional because in social work, enhancing lives is a key operational procedure.
After getting the information, I approached my supervisor and explained the situation to him. He listened with great interest, and observed that holding her in the facility for a little longer than earlier planned will help to change her mind and make her see the goodness that life has to offer. As part of my action, I accessed her files and changed the date that she was to leave the facility by adding a month to it. Secondly, I dedicated a private session to the patient that was not part of the official intervention. Though my dedication was personal, her response to intervention was necessary monitor and manage her personality trait disorder. Personalizing a relationship with a client is not allowed in NASW code of ethics because of professional boundaries. Third, I made our relationship more than a client-patient relationship to save the situation even though it was against codes of practice.
For social workers, NASW Codes of ethics apply in every step of their actions. My actions in an ethical dilemma related to a number of codes in my professional code of conduct. According to the privacy and confidentiality clause in the NASW codes of ethics, a social worker should respect private information of clients and not to ask about personal life (NASW, 1999, p. 9). However, a clause in the same code of ethics states that a social worker can expose information that is private if it is in the interest of the person at stake (NASW, 1999). Self-determination forms a code of ethics in the NASW Codes of ethics and according to the code; social workers respect the rights of clients in self-determination and engaging in personal decisions is not allowed (NASW, 1999). However, it is the duty of a social worker to tell a client about their rights, what is important for them and what is not.
Ethical guidelines in social work exist to help workers deal with ethical dilemmas. Before a worker acts, it is important to think about the situation and what it will cause. As for my actions, I realized that I did not act wrongly. Among the reasons that made me believe so is because of my intention to respond to her situation. In my head, I knew that my work is to help clients so that they improve and get out of the facility in an improved way than when admitted. In hindsight, I will take the same actions that I took because I love and respect my profession. In my profession, caring for our clients is the main responsibility and to see a client suffer is not allowed.
After an extended stay at the facility, the personality disorder was manageable and stable and in a chat with the patient, she told how happy she was and to get out and live a good and normal life. I was happy for the decision because she did not know that I had acted on the information she had given me before. As a result, I believed that I had helped her a lot, and my supervisor congratulated me for the extra effort I had put in by observing professional codes of ethics. However, I had acted professionally because it was in the interest of the client and for her wellbeing.
Reference
National Association of Social Workers [NASW]. (1999). Code of ethics of the
national association of social workers. Western Michigan University. Retrieved from http://wmich.edu/sites/default/files/attachments/u57/2013/nasw-code-of-ethics.pdf
Unit 4 Psychology
Unit 4 Psychology
Part A
Many individuals are poor at making decisions and many of the decisions that most of us make as individuals or a group of people can both be extremely wrong and lead to costly and harmful consequences (Barham, 2012). One of my experiences can best demonstrate this.
I was employed and worked part time during one of my summers and I invited my friends to come work with me because there were a couple of vacant positions in the firm. We were happy to be together even after school was closed and, as a result, we spend almost all of our times together. In the office, we would whisper to each other and tell stories of some of our experiences so one can only imagine the noise coming from our office. Our boss spent most of the time working elsewhere but at times, he would come to the office to supervise our work. Not in the least was he ever happy with our behavior in the office. He warned us that the office was a professional environment and we were required to act professionally in the office. We would wonder why he was bothering us because we were productive even though we constantly talked to each other. One morning our boss decided to fire all of us because we were ruining business for him. I was disappointed in myself and regretted for behaving inappropriately in the office, as I needed the money.
Individuals usually make decisions without referring to essential information, even when that information is easily and readily assessable (Sharps & Martin, 2002). Had we made use of some critical thinking concepts, our fates would have been different. For instance, we would have recognized what the problem was to find possible means to work out the problems, we would have understood the essentiality of prioritization and even recognize masked values and assumptions to realize that our jobs were essential and behaved in a manner that pleased our boss to enable us to keep our jobs (Glaser, 1941).
Part 2
Abstract
The ability to form new memories, to store them for a while and retrieve them or recall them when needed allows individuals to interact and learn with the rest of the world. The study and examination of human memory has been subject to philosophy and science for a number of centuries and has, therefore, become one of the main topics of concern in psychology. Nevertheless, what does the term memory refer to, and how do people form memories? The following essay will offer a short overview of what memory is, how it works, its limitations and how it is organized (Lakhan, 2006).
Memory is the process through which an individual acquires stores, retains and later retrieves information. Science has identified three kinds of processes that are mainly involved in the creation of memory. These include encoding, storing and retrieving of information. For an individual to be able to create new memories in the form of information have to be altered to a form that is usable, which takes place through the process called encoding. Once an individual has successfully encoded information, it has to be hoarded in memory for the purposes of retrieval after when needed. Most of this memory for storage is unavailable to our cognition most of the times except in times when an individual actually has a need for it. The process of retrieving the information allows an individual to bring the memories in storage into their conscious awareness. For example, an individual codes information and stores information derived in class during a lecture and retrieves this information when needed during an exam (Kotbagi, 1997).
Between two different neurons is the synapse, which allows for the passing of information from one neuron to another. This connectivity pathway is how messages are passed from one cell to another and how individuals form and store memories. As people keep on learning, pathways within one’s brain are formed. Without the continued utilization of these pathways, they decay and a person forgets or looses memory. The more often an individual makes use of a pathway, the stronger the pathway becomes and the simpler it becomes to remember or to salvage the memories stored in the brain. A key objective of education is to develop new and more pathways and to reinforce existing pathways to make sure they are not susceptible to decay by using them repeatedly (Kotbagi, 1997).
Interference is another mechanism responsible for decay of information or forgetting. The interference theory depicts that information in memory stays until more information is added to push it out because of crowding. For example, when a person is trying to memorize something like a phone number and then another person comes along and interrupts the process by asking some question. By the time, the individual is done answering the posed question he or she has forgotten the phone number he or she was trying to memorize. As the new information, in the form of a question, comes in, it crowds the existing information out of the memory. Retroactive interference takes place when new information comes in and interferes with one’s ability to retain existing information, like the previously mentioned phone number. On the other hand, proactive interference works the opposite way and prevents more and new information from coming in. for instance, when one has two exams in a day like physics and literature. If one starts with the physics exam, they find it hard to concentrate on the literature exam because existing information keeps on blocking the new one (Huxley, n.d).
Observation and science have proven that humans learn significant amounts of information from repetition. Advertising is one excellent example of this theory- with firms spending billions of money to present audiences with repeated messages and information. These advertisement messages work even though they are passive. Repetition has been identifies as an efficient way of improving memory especially when it is in a process that is active. Scientists point out that repetition is among the most successful and efficient ways of mastering new information and material. Even on a basis that is independent, a number of studies promote reading one’s notes for more than two times as a useful tool for learning and retaining information (Lakhan, 2006).
Scientists have shown strong and positive effects of repetition on learning. Presentation that is repeated increases memory for these items or information. Retrieval that is repeated is also essential in improving memory. By repeating significant concepts and then making a student retrieve the concepts a number of times is a way of strengthening the neural pathways, thereby, making subsequent remembering and retrieval easier and retention more long- lasting and durable (Kotbagi, 1997).
References
Barham, J. (2012). The road to rational decision- making. Security Management. Retrieved from http://www.securitymanagement.com/news/road-rational-decision-making
Glaser, E. (1941). An Experiment in the Development of Critical Thinking. New York: Bureau of Publications.
Huxley, A. (n.d).Cognition, memory and language. Chapter 7. In Introduction to psychology. Words of Wisdom, LLC.
Kotbagi, H. (1997). Human memory. Georgia Institute of Technology.
Lakhan, S. (2006). Neuropsychological Generation of Source Amnesia: An Episodic Memory Disorder of the Frontal Brain. Journal of Medical and Biological Sciences. 1:1.
Sharps, M. & Martin, S. (2002). ‘Mindless’ decision making as a failure of contextual reasoning. J. Psychology 136 (3): 272- 82.
Health Belief Model Research Paper
Outline
Introduction: physical, emotional, mental and social characteristics of military personnel group;
Main discussion:
Main health problems;
Description of health problems and their major causes;
Health prevention strategies based on a theory;
Conclusion
Military Personnel
In the second half of the twentieth century, the American military faced the crisis of a profession due to the continuous technological change. Nowadays, the trend remained the same. The existing situation could be explained by the idea that the professional soldiers strive to adjust to a constantly changing environment. Due to these accommodations, the military personnel differ substantially from the civil society in terms of their worldview. However, there is no unanimous opinion concerning the specific aspects distinguishing soldiers from the rest of community.
While analyzing the demographic situation of the American military, it should be stressed that it did not origin from the urban poor layers because there is a large percentage of soldiers coming from the elite social class. The evidence suggests that the average annual income of military recruits equals to about $ 43,000, whereas household income ranges between $ 35,000- $ 80,000 (Lowther, n. d.). Interestingly, the number of military personnel with high-income level has been increased since the 9/11 events, whereas the number of low income recruits declined. As per education, the percentage of people with degrees in high education among military members is much higher than among the civil population. Overall, it can be concluded that the average members of the military service “…would be a white high school graduate from a middle class family in the suburbs and exurbs somewhere in the South or West” (Lowther, n. d., p. 4). Demographic characteristics are closely connected with mental, physical, and emotional characteristics of armed forces due to the three reasons that relate to educational benefits, adventure, and training. In this respect, it is logical to conclude that members of the U.S. armed forces are courageous, ambitious individuals who are ready to undertake risks. Hardiness is another essential feature of military staff that plays a critical role in defining individual’s will to face difficulties and overcome those.
Analysis of soldiers closely relates to military leadership psychology that implies that this category includes leaders or followers who face an obstacle as something that should definitely be surpassed (Lowther, n. d.). As per emotional analysis, it should be stressed that the military personnel tend to be less emotional and more task-oriented. Objectivity of judgment is a priority for them. Apart from common psychological features, military personnel also have similar health care problems. Specific attention requires high frequency of posttraumatic stress disorders among both military combats and non-combats. In particular, Peterson et al. (2010) refer to the symptoms of the disorder as the ones caused by the military events in Afghanistan and Iraq.
MAIN DISCUSSION
Main Health Problems
According to the report presented by the Centers for Disease Control and Prevention (2012), both retired military personnel and the active soldiers suffer from physical and psychological problems. Hence, it has been found that veterans are more likely to having chronic diseases as compared to the active military officers. Serious psychological disorders are also more peculiar to groups aged 45-54 whose health conditions are much poorer as compared to individuals under the age of 25-34 (Centers for Disease Control and Prevention, 2012). The most common chronic diseases among the professional soldiers, as well as among the retired military, involve diabetes, high blood pressure, hypertension, heart distress, asthma, and kidney disease. Serious psychological distress and mental disorder are associated with depression and anxiety disorders. The researchers have also reported, “the effects of military service on physical and psychological health, especially after extended overseas deployments, are complex” (Centers for Disease Control and Prevention, 2012). It has also been discovered that more than 12 million men falling under a 25-64 category represent the retired military personnel and count for 15 % of the U.S population.
Description of Health Problems and Its Major Causes
All the above-described health problems, including high blood pressure, heart disease, and diabetes are among the most serious illnesses in the United States and abroad. In particular, diabetes constitutes serious threat to senior individuals because it is the core reason for non-traumatic lower-limb amputations, blindness, and kidney disease. Moreover, diabetes is also closely associated with heat stroke and disorder. Being among the leading reasons of death among the U.S. population, diabetes should be taken into deepest consideration by health care professionals (Centers for Disease Control and Prevention, 2012). This is of particular concern to the military personnel that contain high rates of individuals suffering from this disease. High blood pressure and hypertension closely relate to the stresses and psychological traumas that professional soldiers experience during military operations. Diabetes can also be caused by inappropriate living conditions under which the military staff operates in wartime.
Health Intervention Strategy based on Health Belief Model
Applying Health Belief Model in health intervention strategies for the Military personnel is beneficial because it prioritizes the importance of patient’s perception and awareness in treating a specific disorder. In this respect, health care professionals should pay closer attention to demographic variables including age, ethnicity, occupation, and gender, socio-psychological variables, health motivation, and perceived threats and awareness. All these mediating factors can contribute to the effectiveness of the integrated treatment program. With regard to the target group of the participants, the strategies will be split into several steps. To begin with, the new intervention program will specifically rely on the military personnel background in treating hypertension and high blood pressure, particularly on the nature of the identified disorder. Because the major cause of high blood pressure is psychological stress and pressure of wartime, patients should undergo psychological testing to define what situations and events enhance their feelings and negative experiences to prevent these situations in future. Such a testing procedure can also help the patients develop the coping mechanisms to resist the psychological pressure. The defense mechanisms, based on the patients’ level of perception of the disease, can minimize the risk of high blood pressure.
The main premises of Health Belief Model allow health care professionals to modify the psychological states of individuals causing both mental and physical disorders. Apart from internal behaviors, the role of psychological procedures also lies in detecting the external factors that negatively influence the physical state of the military representatives. Assessment of external and internal factors can also contribute to the patient’s reevaluation and measurement of self-efficacy. Finally, the theoretical framework introduced for the intervention strategy creates motivation for patients. It is very important for health professionals to make individual identify major incentives for full recovery. Therefore, medical specialists should encourage patients to connect their disorder with their life experiences to understand external factors influencing their physical and emotional state. The main advantage of this model lies in the individual-centered approach to treatment.
References
Centers for Disease Control and Prevention. (2012). The Health of Male Veterans and Nonveterans Aged 25-64: United States, 2007-2010. NCHS Data Brief. Retrieved from http://www.cdc.gov/nchs/data/databriefs/db101.htm
Lowther, A. (n. d.). Understanding the American Military: Demographics, Personality Traits, Leadership Psychology, and Worldview. Retrieved from http://www.airpower.au.af.mil/apjinternational/apj-c/2010/sum10/Lowther.pdf
Peterson, A. L., Wong, V., Haynes, M. F., Bush, A. C., & Schillerstrom, J. E. (2010). Documented combat-related mental health problems in military noncombatants. Journal of Traumatic Stress, 23(6), 674-681.