Using Technology for the Instruction of Values Ethics Presenters: Steve Marson, UNC-Pembroke Diane Falk, The Richard

1. 1 Using Technology for the Instruction of Values & Ethics Presenters: Steve Marson, UNC-Pembroke Diane Falk, The Richard Stockton College of NJ Lisa Gebo, Thomson Brooks/Cole

2. 2 Using Technology for the Instruction of Social Work Values and Ethics Helping Students to See Linkages among Human Rights, Social Work Ethics, and Practice

3. 3 Overview of Today�s Presentation Introduction Ethics Journal Sample Online Syllabus Human Rights, Ethics & Technology Resources From Publishers

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6. 6 Preface Why teach social workers about global human rights? Why do students need to see the connections between global human rights and social work ethics? Why infuse this teaching throughout the curriculum? Why use technology?

7. 7 Question 1 Why teach social workers about global human rights? Students need: Ability to identify human rights issues and violations Perspective on their profession Understanding of origin of human rights principles Appreciation of the degree to which human rights principles permeate social institutions Tools for advocacy As described by Tina Hancock in the Ron Federico Memorial Lecture, we all need to wake up and be aware of increasing restrictions on human rights�civil and political and social, economic, and cultural. Students need perspective on their profession, to know that others hold similar values�and that it is important to forge alliances with others outside of our profession who value human dignity They need to know where human rights principles originate and how they permeate (or should permeate) social institutions, including governmental and nongovernmental organizations, such as the social agencies where they will work If students understand that nations have committed to advancing human rights�and that there are various implementation mechanisms in place, they will be able to advocate more effectively for clients and for more humane social policies, forming alliances with like-minded people As described by Tina Hancock in the Ron Federico Memorial Lecture, we all need to wake up and be aware of increasing restrictions on human rights�civil and political and social, economic, and cultural. Students need perspective on their profession, to know that others hold similar values�and that it is important to forge alliances with others outside of our profession who value human dignity They need to know where human rights principles originate and how they permeate (or should permeate) social institutions, including governmental and nongovernmental organizations, such as the social agencies where they will work If students understand that nations have committed to advancing human rights�and that there are various implementation mechanisms in place, they will be able to advocate more effectively for clients and for more humane social policies, forming alliances with like-minded people

8. 8 Question 2 Why do students need to see the connections between global human rights and social work ethics? Students need to understand social work ethics in context Students need to understand that social work ethics are not a rule book for social workers but a set of principles to guide decision-making, similar to the principles that serve as a guide to nations through international human rights treaties. In a sense, social work ethics are the embodiment of human rights principles into a professional code. Students need to understand that social work ethics are not a rule book for social workers but a set of principles to guide decision-making, similar to the principles that serve as a guide to nations through international human rights treaties. In a sense, social work ethics are the embodiment of human rights principles into a professional code.

9. 9 Question 3 Why infuse this teaching throughout the curriculum? A commitment to upholding and advancing human rights and social work ethics can be the foundation for all professional thought and action Providing guidance for students� relationships with clients Promoting critical thinking about agency policies and procedures Reinforcing the understanding that students are joining a profession, not just training to be workers in an agency

10. 10 Question 4 Why use technology? Considerable resource material is available on the Internet Students can discover that human rights issues are present in every society�what the issues are, and human rights workers are doing to advance human rights Students can share discoveries, express feelings, and learn from each other in online conferencing Students can participate in online advocacy Why not?

11. 11 Study Questions Would students see relationships between the intent of UN instruments and agency policy and practice? Would students find that their practicum agencies have an awareness of human rights issues? What would students recommend be changed in agencies to advance human rights? Would students make connections between human rights and social work ethics, and which ethics concepts would they identify? This started as a personal commitment to educate social work students at RSC about the human rights movement and how the social work profession globally can be seen as a part of that movement. Then it became a study, carried out at three undergraduate social work programs�RSC, George Mason College in VA, and U. of Wisconsin-Superior. Results from this study were presented at the IFSW conference in Adelaide, AUS, last Oct. Now I have been modifying the assignment, taking into account what we learned in the 3-program study.This started as a personal commitment to educate social work students at RSC about the human rights movement and how the social work profession globally can be seen as a part of that movement. Then it became a study, carried out at three undergraduate social work programs�RSC, George Mason College in VA, and U. of Wisconsin-Superior. Results from this study were presented at the IFSW conference in Adelaide, AUS, last Oct. Now I have been modifying the assignment, taking into account what we learned in the 3-program study.

12. 12 Human Rights Practice AwarenessAssignment Given in practice class to seniors who were beginning their 400-hour field experience Students were told: �This assignment will assist you in understanding the mission, services, and approaches that guide your field placement agency. Please post your response to this assignment in our Web Caucus Conference.� Web Caucus is an online conferencing program, where instructors and students can post items to the whole class, and all can respond to each other. It promotes continuing class discourse.Web Caucus is an online conferencing program, where instructors and students can post items to the whole class, and all can respond to each other. It promotes continuing class discourse.

13. 13 Assignment Objectives To familiarize students with the modern human rights movement and its origins and the United Nations human rights instruments, To help students understand the relevance of a human rights perspective for social work practice To help students develop the ability to critically examine the mission, policies, and services of their field agency To help students develop the ability to conceptualize social work ethics in the context of the global human rights movement

14. 14 Technology Teaching Resources Used Websites for A �Human Rights Timeline� Human Rights in Global Perspective course website (my own) The U.N. Universal Declaration of Human Rights and the other U.N. human rights instruments (United Nations website) Web Caucus Where students posted their response to the assignment Benefits: as students discover the two websites, they may be interested in exploring further. My course website is a gateway to an enormous array of websites that address human rights issues. The UN website gives them a glimpse of the extent of what the U.N. addresses and the size and geographical location of the various organizational branches. Web Caucus shows students the potential to communicate with fellow students to share information and give support to each other.Benefits: as students discover the two websites, they may be interested in exploring further. My course website is a gateway to an enormous array of websites that address human rights issues. The UN website gives them a glimpse of the extent of what the U.N. addresses and the size and geographical location of the various organizational branches. Web Caucus shows students the potential to communicate with fellow students to share information and give support to each other.

15. 15 The Assignment, Part I Review the Universal Declaration of Human Rights: http://www.un.org/Overview/rights.html Review Human Rights Timeline: http://www.stockton.edu/~falkd/hr-site.htm http://www.stockton.edu/~falkd/timeline.htm � �

16. 16 The Assignment, Part II Review other UN declarations, conventions, and covenants. Select one that is related to the work of the agency or organization in which you are doing your internship. These other UN Instruments for Protecting Human Rights can be found at: http://www.unhchr.ch/html/intlinst.htm

17. 17 The Assignment, Part III Write about your agency, summarizing the following: The agency�s mission statement about its purpose and services, including the people served by the agency (one paragraph). Which UN document(s) is/are most relevant to the work of the agency? Describe how the agency�s work implements or does not implement the relevant UN document(s). You may wish to discuss agency mission, policy, range of services provided, approaches used by social workers, other professionals, paraprofessionals, and other workers who interact with clients (e.g., clerical staff, maintenance staff, etc.). Write about your agency, summarizing the following: The agency�s mission statement about its purpose and services, including the people served by the agency (one paragraph). Which UN document(s) is/are most relevant to the work of the agency? Describe how the agency�s work implements or does not implement the relevant UN document(s). You may wish to discuss agency mission, policy, range of services provided, approaches used by social workers, other professionals, paraprofessionals, and other workers who interact with clients (e.g., clerical staff, maintenance staff, etc.). Write about your agency, summarizing the following: The agency�s mission statement about its purpose and services, including the people served by the agency (one paragraph). Which UN document(s) is/are most relevant to the work of the agency? Describe how the agency�s work implements or does not implement the relevant UN document(s). You may wish to discuss agency mission, policy, range of services provided, approaches used by social workers, other professionals, paraprofessionals, and other workers who interact with clients (e.g., clerical staff, maintenance staff, etc.).

18. 18 To what degree does the agency have a human rights consciousness? What observations support your conclusion about this? What else, if anything, could the agency or organization do to protect and advance human rights? Review the NASW Code of Ethics, especially the Ethical Standards. http://www.socialworkers.org/pubs/code/code.asp How does the Code of Ethics provide guidance for social workers in promoting human rights? To what degree does the agency have a human rights consciousness? What observations support your conclusion about this? (Please write from your current understanding, which will be recognized as an initial or introductory effort, considering the timing of the assignment�at the very beginning of your field experience.) What else, if anything, could the agency or organization do to protect and advance human rights? Review the NASW Code of Ethics, especially the Ethical Standards. http://www.socialworkers.org/pubs/code/code.asp How does the Code of Ethics provide guidance for social workers in promoting human rights?To what degree does the agency have a human rights consciousness? What observations support your conclusion about this? (Please write from your current understanding, which will be recognized as an initial or introductory effort, considering the timing of the assignment�at the very beginning of your field experience.) What else, if anything, could the agency or organization do to protect and advance human rights? Review the NASW Code of Ethics, especially the Ethical Standards. http://www.socialworkers.org/pubs/code/code.asp How does the Code of Ethics provide guidance for social workers in promoting human rights?

19. 19 Examples of relationships between agency policy & practice and UN instruments From a family service agency setting: Article 25 (Right to a standard of living and to social security; motherhood and childhood)� From an adoption/foster care agency: Article 5 (No torture, inhumane treatment or punishment)� From a crisis shelter for youth: The Convention on the Rights of the Child. 1.Student describes agency focus as �breaking the cycle of abuse and despair that continues within families from generation to generation; providing a safe and a supportive environment where parents can begin to function as competent adults.� Student adds: �The program will also focus on reducing the isolation and stressors which may stimulate neglect and abuse and (will) help to prevent placement of the child outside the home.� 2.Student describes contacts by social worker assigned to protect a child who has been removed from a home by court order because of abuse. �The worker meets with the child once per week or more if the foster family allows. The worker meets with the foster parents, biological parents, teachers, doctors and any person(s) involved in the child�s social circle. If the biological parents are substance abusers, the worker would link the parent to (appropriate) resources. To ensure the child�s safety, the worker must monitor the case up to a half a year. The worker reports to the assigned judge. Rulings (about the child�s future) are based on the facts the worker has obtained.� 3.Student states: �I feel that my organization implements the convention in both policy and intervention. We strive to help the youth realize their rights and options. When intervening with individuals, groups, and families, we want to make sure that each and every person is aware of their rights, especially the youth. Sometimes we hook them up with a legal aid lawyer. We also want to inform the family or legal guardian of their rights regarding the child. We may end up �filing neglect� on the legal guardian but before we do that we want to make sure that they know the consequences.�1.Student describes agency focus as �breaking the cycle of abuse and despair that continues within families from generation to generation; providing a safe and a supportive environment where parents can begin to function as competent adults.� Student adds: �The program will also focus on reducing the isolation and stressors which may stimulate neglect and abuse and (will) help to prevent placement of the child outside the home.� 2.Student describes contacts by social worker assigned to protect a child who has been removed from a home by court order because of abuse. �The worker meets with the child once per week or more if the foster family allows. The worker meets with the foster parents, biological parents, teachers, doctors and any person(s) involved in the child�s social circle. If the biological parents are substance abusers, the worker would link the parent to (appropriate) resources. To ensure the child�s safety, the worker must monitor the case up to a half a year. The worker reports to the assigned judge. Rulings (about the child�s future) are based on the facts the worker has obtained.� 3.Student states: �I feel that my organization implements the convention in both policy and intervention. We strive to help the youth realize their rights and options. When intervening with individuals, groups, and families, we want to make sure that each and every person is aware of their rights, especially the youth. Sometimes we hook them up with a legal aid lawyer. We also want to inform the family or legal guardian of their rights regarding the child. We may end up �filing neglect� on the legal guardian but before we do that we want to make sure that they know the consequences.�

20. 20 Levels of agency awareness of human rights�student perceptions� Yes, agency has human rights awareness: �There is daily discussion of rights of clients.� �Agency is constantly working on holding members of government accountable for their actions.� �Workers do excellent job of advocating and empowering clients.� �Agency has Human Rights Board.� �Child�s safety and well-being are number 1 priority of agency.� �Agency helps clients fight housing discrimination.�

21. 21 Levels of agency awareness of human rights�student perceptions, continued Yes, agency has human rights awareness: �Agency sends out pamphlets to families, informing them of client rights.� �Agency empowers clients, links clients with Community Law project, uses advance directives to assure that clients� wishes carried out.� �Agency has zero tolerance for discrimination.� �Children�s rights are main concern of agency.� �Agency�s main activities protect human rights.�

22. 22 Levels of agency awareness of human rights�student perceptions, continued No, agency does not have (or does not have sufficient) human rights awareness �Agency aware of HR of clients but not of staff.� (Agency exploits workers.) �Agency is not conscious enough. Supervisors are aware, but many workers do not respect HR of clients. Office conversations often degrade clients. Many workers are judgmental and not empathetic to plight of clients.�

23. 23 Students� suggestions for change� Agency should hire and train personnel who are empathic and understand clients� needs Agency should hire employees with human service background (not people with �degrees in business or marketing�) Agency should give annual updates for employees and volunteers re: client rights Agency should inform community on what is happening to its children (to involve community in improving social conditions )

24. 24 Students� suggestions for change, cont. Agency should educate community about sub-standard housing conditions Advocacy organization should track city council members� and state legislators� initiatives and voting records to hold them accountable Agency should implement specific practice of informing child clients of their rights and also legal guardians and foster parents of their rights

25. 25 Did students make connections between human rights and ethics? Which ethics concepts did students identify as relating to the instruments they worked from? What did students have to say about whether social work is a �human rights profession�? Examples follow. Examples follow.

26. 26 The Connections� The ethical standard of �commitment to clients� is realized in the agency�s work to ensure children�s well-being by giving them the right to express their desires and goals, �giving an unheard voice a word.� The ethical concept of �conflict of interest� pertains to the inherent conflict in adoption/foster care agency staff workers� responsibility to work with both biological and foster parents as they advocate for the child.

27. 27 Connections, continued In multi-ethnic society, codes of ethics� nondiscrimination principles and standards implement Article 7 of the U.N. UD. Social workers must be culturally competent and respect diversity �knowing that each client they help is an individual (who) behaves differently and has different beliefs, culture, and ethnicity.� �NASW�s Code of Ethics and the Universal Declaration of Human Rights work hand in hand with one another�

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33. 33 What is your Political Party affiliation? Democratic Party Republican Party Other

34. 34 Imagine this scenario: A single father is caring for his two children, ages 2 and 4. After the daycare center raises their rates, he is faced with the reality that the cost of daycare is more than his take-home pay from his full-time job.

35. 35 If you were this person, which solution would you choose to solve this problem? I would become �Mr. Mom� and apply for welfare to cover the bills until the children go to school. I would go back to school with the hopes of getting a higher paying job in the future. He should keep working and figure out a way to �get by� until the children go to school and aftercare costs will get lower. Other � I have a better idea! Bars would show %s based upon studentBars would show %s based upon student

36. 36 If I put you in a room with someone who has been diagnosed with a life-changing, possibly terminal illness, how comfortable would you be speaking with him/her? Totally comfortable Somewhat comfortable and somewhat uncomfortable Totally uncomfortable Not sure

37. 37 Do you believe that a person has the right to request helping in dying (assisted suicide)?  Yes, under any circumstances. Yes, but only under very specific circumstances Unsure No, definitely not. Other:

38. 38 How much should children be told if a parent or close family member has been diagnosed with a life-changing, life-threatening, or terminal illness? Children have a right to know everything. Children have a right to some information but should not be told everything. Children should not be told. Unsure

39. 39 Coming Spring 2006: Helping Professions Learning Center (HPLC) 5 SECTIONS: 1. Video Activities* 2. Case Studies* 3. Flashcards 4. Professional Development Center 5. Research and Writing Center * Supported through critical thinking activities and assignments

40. 40 Questions?