Using Technology for the

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• 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

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Using Technology for the Instruction of Social
Work Values and Ethics

• Helping Students to See Linkages among Human
  Rights, Social Work Ethics, and Practice

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• Overview of Todays Presentation
• Introduction
• Ethics Journal
• Sample Online Syllabus
• Human Rights, Ethics Technology
• Resources From Publishers

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http//www.socialworker.com/jswve/
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http//www.uncp.edu/home/marson/Personal/Syllabi/4
50_online.htm
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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?

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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

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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

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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

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Question 4

• Why use technology?
• Considerable resource material is available on
  the Internet
• Students can discover that human rights issues
  are present in every societywhat 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?

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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?

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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.

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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

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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

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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
•  
•  

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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

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The Assignment, Part III

• Write about your agency, summarizing the
  following
• The agencys 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 agencys 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.).

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• 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?

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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.

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Levels of agency awareness of human
rightsstudent 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.
• Childs safety and well-being are number 1
  priority of agency.
• Agency helps clients fight housing
  discrimination.

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Levels of agency awareness of human
rightsstudent 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.
• Childrens rights are main concern of agency.
• Agencys main activities protect human rights.

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Levels of agency awareness of human
rightsstudent 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.

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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 )

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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

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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?

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The Connections

• The ethical standard of commitment to clients
  is realized in the agencys work to ensure
  childrens 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.

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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.
• NASWs Code of Ethics and the Universal
  Declaration of Human Rights work hand in hand
  with one another

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NEW Resources from Brooks/Cole

• Personalized Online Learning System
• EthicsNow
• Classroom Response/Polling Clickers
• Helping Professions Learning Center
• Password Protected Learning Site for
• Students

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EthicsNow

• Pre-Tests/Diagnostics
• Individualized Text-Specific Learning
• Plans
• Post-Tests
• Instructor Gradebook for Tracking Student
  Outcomes

http//demo.ilrn-support.com/bca/user/home/
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What are Personal Response Systems?

• A.K.A. - Clickers
• Turning Point Software Receiver
• Response Cards
• Student Participation!
• Check Content Mastery!
• Complete Interactive Experience!
• Exclusive to Thomson uses Microsoft PowerPoint

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Why Personal Response Systems?

• Instructors
• Increases interaction, participation and
  attendance
• Measures student comprehension
• Engages students peaks interest
• Allows for just in time teaching
• Improves class retention and student grades
• Provides reports for analysis in Excel
• Compatible with multiple gradebooks

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Why Personal Response Systems?

• Students
• Students have a voice and an investment in the
  course
• Students become active not passive learners
• Students participate more, are more engaged, and
  more motivated
• Students come to class better prepared
• Student grades improve

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What is your Political Party affiliation?
Demographics

1. Democratic Party
2. Republican Party
3. Other

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Imagine this scenario
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• 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.

From Carla Sofka, Sienna
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If you were this person, which solution would you
choose to solve this problem?

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1. I would become Mr. Mom and apply for welfare to
   cover the bills until the children go to school.
2. I would go back to school with the hopes of
   getting a higher paying job in the future.
3. He should keep working and figure out a way to
   get by until the children go to school and
   aftercare costs will get lower.
4. Other I have a better idea!

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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?

1. Totally comfortable
2. Somewhat comfortable and somewhat uncomfortable
3. Totally uncomfortable
4. Not sure

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Do you believe that a person has the right to
request helping in dying (assisted suicide)?

1. Yes, under any circumstances.
2. Yes, but only under very specific circumstances
3. Unsure
4. No, definitely not.
5. Other

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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?

1. Children have a right to know everything.
2. Children have a right to some information but
   should not be told everything.
3. Children should not be told.
4. Unsure

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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

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Questions?