MASTER SYLLABUS

Foundations of Ethics and Values in Social Work

SOCIAL WORK 3410-WED
(3 credit hours)
Instructor: Judith Wineman, LMSW
Email: ft2232@wayne.edu
Office: 110 Thompson Home
Office hours: by appointment

COURSE DESCRIPTION
This is a beginning course in the principles, values and ethics that underlie
the profession of social work. This course explores the meaning, concepts
and process of thinking about and resolving ethical dilemmas, the promotion
of ethical questions and knowledge of their historical contexts. The ability to
critically interpret and evaluate philosophical texts, positions, and arguments
is explored in this course.
COURSE COMPETENCIES AND PRACTICE BEHAVIORS FOR THIS
COURSE
2.1.1 Identify as a professional social worker and conduct oneself
accordingly
Practice Behaviors:
Advocate for the client access to the services of social work; practice
Personal reflection and self-correction to assure continual professional
development; attend to professional roles and boundaries; demonstrate
professional demeanor in behavior, appearance and communication;
engage in Career long learning; use supervision and consultation
2.1.2 Apply social work ethical principles to guide professional
practice

Practice Behaviors:
Recognize and manage personal values in a way that allows professional
values to guide practice
make ethical decisions by applying standards of the NASW Code of
Ethics; tolerate ambiguity in resolving conflicts; apply concepts of ethical
reasoning to arrive at principled decisions
2.1.3 Apply Critical thinking to inform and communicate
professional judgments
Practice Behaviors:
Distinguish, appraise, and integrate multiple sources of knowledge,
including research based knowledge, and practice wisdom; analyze
models of assessment, prevention, intervention and evaluation;
demonstrate effective oral and written communication in working with
individuals, families, groups, organizations, communities, and colleagues

Texts and required materials

Barksy, Allan E. (2010) Ethics and values in social work: An integrated
approach for a
comprehensive curriculum. NY: NY Oxford
University Press.
INTRODUCTION:
Course Domain and Boundaries
This is an introductory course which will provide students with a beginning
knowledge of social work professional values and ethics. It is designed to
familiarize the student with their personal values and the possible
intersection of their values and the values of their client population.
Students will become familiar with the meaning and concepts and the
process of thinking about and resolving basic issues. The primary goals of
this course are to promote students awareness of ethical questions and
knowledge of their historical contexts and; ability to critically interpret and
evaluate philosophical texts, positions, and arguments. In particular, we will
examine a variety of ethical issues by focusing on forms or ideals of life and
models for relating to others.
Performance Criteria
Student achievement of the learning outcomes delineated for this course is
assessed via tests, case scenarios written assignments, small group projects
and class participation.

Grading Policy:
Students may pass the course with a grade of D but must maintain a C
average during the junior and senior year. (See Undergraduate Bulletin,
Wayne State University
http://www.bulletins.wayne.edu/ubk-output/index.html)
Grading
Assignment

Points Available Percent

age

Personal Values paper

Moral
Reasoning
Paper
Benchmark
Journal/speaker
reactions
(10x10pts)
Final Exam
Total

35
85

15%
35%

Related
Course
Competen
cy #
2.1.1
2.1.3

100

42%

2.1.3

20
240

8%
100%

2.1.3

Grade distribution:
100-95 A

94.9-90 A-

79.9-77 C+ 76.9-73 C

89.9-87 B+ 86.9-83 B

82.9-80 B-

79.9-77 C+

72.9-70 C-

66.9-63 D

62.9-60 D-

69.9-67
D+

ORGANIZATION OF THE COURSE

This is a 15 week 3 credit hour course. The framework of the course will
involve lectures, tests, discussion questions and reflections. Every course in
the School has some ethics content in it; however, this course goes beyond
the descriptive analysis. This course provide the opportunity to allow the
student to become mindful by allowing them to critically analyze their
personal values and ethics thus creating an understanding of the
underpinnings of their belief system which serves as the impetus for decision
making particularly when it comes to making decisions when confronted with
situations which conflict with their most basic belief system.

KEY FOCUS AREAS

This course focuses on three areas (1) remembering; (2) understanding; and
(3) applying. In mastering these areas the student will be prepared to
analyze, and evaluate ethical dilemmas as well as develop decisions
appropriate to the situation.
The first area: Remembering suggests that you must first learn how to
retrieve, recognize and recall information about ethics and values that
you hold
Second area: Understanding
The student must be able to construct meaning from their values
Third area: Applying requires the student to able to describe how to use
information in user-friendly language ensuring the client understands.
ROLE OF THE STUDENT AND INSTRUCTOR
The instructor shall adhere to the requirements set forth in the Wayne State
University state regarding teaching responsibilities. See University
Statement of Obligation of Students and Faculty Members of the teaching learning process
http://www.bulletins.wayne.edu/fib/fib2d.html
POLICIES FOR THIS COURSE:
Assignment Policy:
Assignments must be submitted no later than the beginning of class on the
due date.
All late journal assignments will be downgraded by 2 points.
Late papers (those not turned in on assigned day), will be downgraded by 5
points. Each rewrite of a paper will be downgraded as well. A zero will be
factored in for missing work.
Students are expected to complete all readings, participate in class, and
perform satisfactorily on assignments and examinations. The instructor shall
be notified of unavoidable issues in advance which may (will) prevent
compliance with assignment due date.
PLAGIARISM/ACADEMIC HONESTY:
Plagiarism is using another persons words or ideas without giving credit to
the other person. When you use someone elses words, you must put
quotation marks around them and give the writer or speaker credit by
revealing the source in a citation. Even if you revise or paraphrase the words
of someone else or just use their ideas, you still must give the author credit
in a note.
4

Plagiarism, Cheating: See WSU References:

http://www.otl.wayne.edu/pdf/2006_july_aibrochure.
http://www.doso.wayne.edu/codeof conduct.pdf
(William Harris, Anti-Plagiarism Strategies for Research Papers,
http://virtualsalt.com/antiplag.htm, March 7, 2002)
You must cite sources from the Internet or any other form of electronic media
used in your work. Any paper suspected of plagiarism will be reviewed at
Turnitin.com to verify that it is your work and properly cited.
Any paper that is plagiarized will result in an F for the class and a referral
to the University for further Disciplinary Action.
APA FORMAT
All papers written in the School of Social Work require APA format. You may
purchase the Publication Manual of the American Psychological Association
(6th edition), or you may visit the website listed below
http://owl.english.purdue.edu/owl/resource/560/01/
WIKIPEDIA WILL NOT BE ACCEPTED AS A RELIABLE SOURCE
What is Wikipedia?
Wikipedia is a free-content encyclopedia, written collaboratively by people
from all around the world. The site is a wiki, which means that anyone can
edit entries simply by clicking on the edit this page link.
Because Wikipedia is an ongoing work to which anybody can contribute, it
differs from a paper-based reference source in some important ways. In
particular, mature articles tend to be more comprehensive and balanced,
while other (often fledgling) articles may still contain significant
misinformation, un-encyclopedic content or vandalism. Users need to be
aware of this in order to obtain valid information and avoid misinformation
which has been recently added and not yet removed.
CLASS PARTICIPATION /ATTENDANCE
Note: Class participation includes raising questions from the readings,
making relevant comments drawn from personal experience, reacting to
opinions expressed by the instructor and students, asking for clarification,
being actively engaged in class exercises, or bringing up issues of general
interest to the class.

Unless there are serious extenuating circumstances, a student will not be

able to earn an A for the course with more than two sessions of nonparticipation a B with more than four sessions of non-participation,
or a C with more than five sessions of non-participation.

WSU STUDENT RESOURCES

Student Disability Services mission is to assist the university in creating an
accessible community where students with disabilities have an equal
opportunity to fully participate in their educational experience at Wayne
State University.
If you have a documented disability that requires accommodations, you will
need to register with Student Disability Services for coordination of your
academic accommodations. The Student Disability Services (SDS) office is
located at 1600 David Adamany Undergraduate Library in the Student
Academic Success Services department. SDS telephone number is 313-5771851 or 313-577-3365 (TDD only).
Once the student has accommodations in place, I will be glad to meet with
you privately during my office hours to discuss your special needs. I
request that you provide me with requests for accommodations at
least one week prior to the due date of an assignment or test, so
that I can make appropriate arrangements.
Web site: http://studentdisability.wayne.edu/disabilities.php
Students with disabilities http://studentdisability.wayne.edu/rights.php.
Academic integrity and student code of conduct
http://www.doso.wayne.edu/student-conduct/Academic_Integrity.html
Counseling and Psychological Services (CAPS) at Wayne State:
http://www.caps.wayne.edu/
Student Code of Conduct:
Please visit
Http://www.doso.wayne.edu/codeofconduct.pdf

Course Learning Units

Course Outline
Wee
k
1/14

Content

Assignment

Introduction to the course, review the

syllabus, class discussion regarding
values and ethics

For Week 2 Read pages

1-9 of the text and
Chapter 1 Values Mine,
Theirs, and Ours

1/21

Discussion : Foundations of values and

ethics and values clarification

1/28

Discussion: Chapter 2: Defining values

for the purposes of critique
Critiquing theories in relation to
Social Work values
Retributive justice
Restorative justice
Discussion: Chapter 3:
Biological factors: Needs,
capacities, ethical and moral
decision making
Psychological factors: Moral
development
Social factors

For week 3 Read chapter

2 Theory, Values, and
Ethics Macro
Perspectives
Journal 1
For week 4 Read Chapter
3 Theory, Moral Decision
Making, and Ethics- Micro
Perspectives

2/4

2/11

2/18

Roles: Researcher vs. Direct practitioner

Interacting with an Institutional Review
Board
Informed Consent
Confidentiality
Research risks
Social Work With Individuals
Engagement
Conflicts of Interest
Planning
Implementation

For week 5 Read chapter

4 Research values, and
Ethics
Journal 2

For week 6 Read Chapter

5 Practice, Values, and
Ethics Social Work with
Individuals

For week 7 Read

chapter 6 Practice Values,
and Ethics- Social work
with families
Journal 3

 Termination

2/25

3/4

3/11

3/18

3/25

4/1

4/8
4/15

Personal values paper

due

Social work with families

1. who is the client
2. Confidentiality- Laws and Contracts
3. Self determination and informed
consent
4. Engaging clients in ethics related
discussion

For week 8
Read
Chapter 7 Practice
Values, and Ethics, Social Work with groups

Ethical issues in group work

Informed consent
Respect
Maintaining appropriate boundaries
Conflicting needs and interests
Involuntary clients
Relationship with client organization
Relationship with colleagues
Sexual boundaries between colleagues
Relationship with supervisors
Competence
Whistle blowing
SPRING BREAK NO CLASS
Ethical responsibilities to the Broader
Society
Public participation
Social and political action
Ethical responsibilities to the profession
Discrimination

For week 9 Read Chapter

8 Practice Values, and
Ethics Social Work with
Organizations

Policy formation process

Accountability
Inclusiveness
Transparency
Moral philosophies
From the field: Ethical expectations
NASW representative.
Course wrap up- Administer SET

4/22 Study day

Journal 4
For week 10 Read
Chapter 9 Values and
ethics Social work with
Communities

For week 11: Read

chapter 10 Practice,
Values, and Ethics
Journal 5
Benchmark
assignment due
For week 12 Guest
Speaker

For week 13- Course

wrap-up SET
Journal 6
Journal 7

4/29 Final exam

Note: Faculty reserve the right to change the syllabus based on

needs of the class
COURSE ASSIGNMENTS

Assignment 1: Personal values

Students will develop a 3-5 page paper identifying your personal values and
how they were formulated (family, religion, school, community). Discuss
whether those values are mindful or mindless and whether those values
support or do no support the NASW Code of Ethics. Give specific examples
with the corresponding value from the Code.
Assignment 2:

Moral Reasoning (Benchmark)

USING THE THREE KEY FOCUS AREAS, STUDENTS MUST BE ABLE TO retrieve,
recognize and recall information about personal ethics and values and must
be able to construct meaning from those values by constructing and
demonstrating an ability to describe how to use information in user-friendly
language ensuring the client understands.

Please read this case vignette and answer the questions below .
This paper should be no less than 5 and no more than 7 pages, not including
cover and references. You may cite definitions from your text, but will need
outside references as well.
You are a social worker in a high school. One day a female sophomore
student named Kate comes to see you. She says that her friend
recommended she speak with you, but shes not sure she wants your help.
Kate tells you that her stepfather had been coming into her room at night
and touching her breasts and her vagina. This went on for several months
until she told her mother last week. When Kate informed her mother about
her stepfathers behavior, her mother became enraged and told him he had
to leave the house. She told Kate never to speak with him again. Kate tells
you that since her stepfather left, she has been having nightmares about
him returning home and has had a great deal of trouble sleeping.

You tell Kate that because you are a social worker in a school you are
mandated to report the stepfather to the Department of Children and Family
services. Kate becomes very upset and tells you that you cant report him,
because her mother will be furious for telling you about her stepfather. She
is certain that her mother will never let him back into the house again. Kate
says she is willing to continue to get help from you, but if call DHS, she will
never speak to you again and will tell everyone she knows that you are not
to be trusted
What have you learned about moral reasoning to help you make a
decision about what to do with the ethical dilemma; whether to
report Kates stepfather, or whether to continue to work with Kate
at school without notifying DHS?
Step 1: Construct a singular moral argument regarding one of the theories
presented in your text using the following format:
Description of the context
Singular moral judgment
Moral principle:
Conclusion: Therefore
Step 2: Construct a counter-argument using the same format:
Description of the context
Singular moral judgment
Moral principle:
Conclusion: Therefore
Based on the two arguments, which of the two moral principles
would you use to make a decision? Explain your answer.
Assignment 3: Weekly reflective journal and speaker reactions. There will
be 7 journal entries due (approximately 1entry every 2 weeks) over
the course of the semester. We will also have at least 4 practitioners
visiting and speaking with the class. Entries should reflect the 3 key focus
areas listed above. All journal entries and speaker reflections will be
submitted electronically. Entries must be no less than 1 page and no
more than 3.

10

Assignment 4: Final Exam

11

RUBRIC:

Personal values
Attribute/
Criteria

Students will develop a 3-5

page paper identifying personal
values, how those values were
formulated discuss whether
those values are mindful or
mindless and whether those
values support or do no support
the NASW Code of Ethics.

Excellent = 35

Competent =

Developing =

Recognize and
manage personal
values in a way that
allows professional
values to guide
practice, make ethical
decisions by applying
standards of the NASW
Code of Ethics; tolerate
ambiguity in resolving
conflicts; apply
concepts of ethical
reasoning to arrive at
principled decisions

Paper Structure
Organization/
Clarity

Paper is coherently
organized and the logic
is easy to follow. There
is no spelling or
grammatical errors and

Paper is generally well

organized and most of
the argument is easy to
follow. There is only a
few minor spelling or

Paper is poorly
organized and
difficult to read
does not flow
logically from one

terminology is clearly
defined. Writing is clear
and concise and
persuasive. APA format
is correct both in-text
and on Reference page

RUBRIC:
Attribute/
Criteria
Critical
Thinking:
Case
vignette

grammatical errors, or
terms are not clearly
defined. Writing is
mostly clear but may
lack conciseness APA
format is correct both intext and on Reference
page s.

part to another.
There are several
spelling and/or
grammatical
errors; technical
terms are poorly
defined. Writing
lacks clarity and
conciseness.

Moral Reasoning
Excellent = 85
Distinguish, appraise, and
integrate multiple sources of
knowledge, including
research based knowledge,
and practice wisdom;
analyze models of
assessment, prevention,
intervention and evaluation;

Competent =

Developing =

Paper Structure
Paper is coherently
organized and the logic is
easy to follow. There is no
spelling or grammatical
errors and terminology is
Organizatio
clearly defined. Writing is
n/
clear and concise and
persuasive. APA format is
Clarity
correct both in-text and on
Reference page

Paper is generally well

organized and most of the
argument is easy to follow.
There is only a few minor
spelling or grammatical
errors, or terms are not
clearly defined. Writing is
mostly clear but may lack
conciseness. APA format is
correct both in-text and on
Reference page

Paper is poorly organized

and difficult to read does
not flow logically from one
part to another. There are
several spelling and/or
grammatical errors; technical
terms are poorly defined.
Writing lacks clarity and
conciseness.

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Wadsworth.
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Press.
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from social work practice (5th ed). Harrisburg, Pennsylvania: White Hat Communications.
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outreach, and other intriguing roles in social work practice. Harrisburg, Pennsylvania: White Hat
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Useful Websites
Association of Baccalaureate Social Work Program Directors at : http://www.rit.edu/~694/bpd
Child Welfare League of America: http://www.cwla.org
Cultural Competence:
http://www.air-dc/cecp/cultural/default.htm
Council on Social Work Education: http://www.cswe.org
Defining Social and Economic Justice: (see External Links for connecting to this site)
www.cesj.org/thirdway/economic_justice_defined.htm
Human Rights and Justice: (see External Links for connecting to this site)
reckonings.net/human_rights_social_economic_justice.htm
National Association of Social Workers: http://www.naswdc.org
National Black Child Development Institute: http://www.nbcdi.org
Project Resilience "The website that teaches a strengths based approach to education, treatment, and
prevention" http://www.projectresilience.com

Strengths Based Services International: http://www.empowerkids.org

Social Work Access Network (SWAN) (Chris Monsna): http://www.sc.edu/swan
Social Work Career Quiz: http://www.abacon.com/socwk/quiz/index.htm
Social Work Resources:
http://sophia.smith.edu/~jdrisko
Social Work Resources on the Web:
wwwlibrary.csustan.edu/lboyer/socwork/resources.htm
The Asset-Based Community Development Institute: http://www.northwestern.edu/ipr/abcd
World Wide Web Resources for Social Workers: http://www.nyu.edu/socialwork/wwwrsw