Ethics, Values and Cultural Competence Module 2 T

Ethics, Values and Cultural Competence

Module 2

Ethics, Values and Cultural Competence

in Adult Protective Services

T

he Topic: APS workers confront a

variety of ethical dilemmas in the

course of their daily practice. They

also may be challenged by differences

in culture, beliefs, and values. Although

the balancing act between selfdetermination and protection is at the

heart of APS work, there are other

sources of ethical conflict that

complicate difficult case situations.

Participants will learn how to identify

major ethical concepts and dilemmas

related to their daily practice and probe

the many factors that influence the

decision-making process.

By the end of this training, participants

will be able to:

?

?

?

?

Develop an understanding of

one's personal values

Demonstrate knowledge of

ethical concepts, dilemmas and

frameworks for ethical decision

making.

Develop an understanding of

multiple perspectives influencing

ethical decisions

Provide one example of using

ethical multiculturalism in

working with vulnerable

adults.

Supervisor Activities: The following

pages contain a variety of activities

that may be used with new workers in

individual or group supervision. Please

read the Ethics, Values and Cultural

Competence in the APS Trainer¡¯s Manual

as it will give you a wealth of didactic

material and resources to support

these activities.

Selected Readings:

Brotman, S., Ryan, B., Cormier, R. The

health a social service needs of gay and

Lesbian elders and their families in

Canada. The Gerontologist; April 2003.

43(2) 192-202.

Cohen, E. (2004). Advocacy and

advocates: definitions and ethical

dimensions. Generations, 28(1), 9-16

Fadiman, Anne. 1997. The spirit catches you

and you fall down: A Hmong child, her

American doctors, and the collision of two

cultures. New York, NY: Farrar, Straus,

and Giroux.

Golden, Robyn L., & Sonneborn, Sallie.

(1998). Ethics in clinical practice with

older adults: Recognizing biases and

respecting boundaries. Generations XXII,

3 (Fall). 82-86.

Markkula Center for Applied Ethics,

Santa Clara University. A Framework for

Thinking Ethically.



ecision/framework.html

Moon, Aileen. (2000). Perceptions of

elder abuse among various cultural

groups: Similarities

and differences. Generations XXIV,

11(Summer ):75 ¨C80.

National Adult Protective Services Code

of Ethics.



cs.htm

National Association of Social Workers.

1996. Code of Ethics. Adopted by the

Delegate

Assembly.



de/default.asp

Reamer, Frederic G. (2008). Black, White

... and Lots of Gray. Social Work Today,

March/April, Vol. 8 No.2.



ve/EoEMarApr08.shtml

Ethics

s, Values an

nd Cultural C

Competencce

Topic for Discussio

on - Values Clarification

C

n

I

ntrodu

uction: Pers

sonal value

es are develloped over time

and offten in subttle ways. All

A persons operate

o

witth a

set of values tha

at guide the

eir actions although

a

thhey

are ofte

en internaliz

zed and go unrecogniz

zed and

unspoke

en. APS worrkers who are

a able to identify an d

assess their

t

own values

v

are better

b

able to respond

d to

client va

alues, which

h may be different fro

om their ow

wn.

This exe

ercise is des

signed as a tool to exp

plore the va

alues

that are

e importantt to you. Th

here are no "right" or

"wrong" answers. Rather

R

you are invited

d to identify

y and

assess the

t values that

t

guide your decisiion-making and

reflect on

o how they may impact your prractice withh

clients.

?

After discus

ssing the ab

bove paragraph with tthe

new workerr use Hando

out: Values Clarificatio n (in

appendix) to

o guide the new worke

er in explorring

his or her va

alues. The handout

h

inc

cludes note

es on

in

nterpreting the results

s of this ex

xercise.

HANDOUT

H

Values

s Clarificati on

P

1.

eople make decisions ba

ased upon their

t

valuess. APS workkers who arre able to

ide

entify and assess

a

theiir own value

es are bettter able to rrespond to

o client values,

wh

hich may be

e different from their own.

The

T supervis

sor and new

w worker will

w work in the familiar pair of sttoryteller an

nd

scribe.

s

Firstt one perso

on will tell th

heir tale, w

with the liste

ener paying

g active

attention

a

while

w

scribbliing down th

he keyword

ds out of th

he story. Be

efore choo

osing

the

t storyte

elling topic, remember

r

to draw on

n your sens

se of playfu

ulness, and

d

im

magine tha

at this is a very

v

inform

mal speaking

g engagem

ment in whic

ch you have

e

been

b

asked to discourse on the fascinating

f

topic of yo

ou, highlightting the

im

mportant points

p

in yo

our history.

a. Partic

cipants sw

witch roles at

a the end o

of the full s

set of exerc

cises. The

scrib

be should mark

m

the exe

ercise num

mbers and ttheir keywo

ords or

phras

ses. Keywo

ords are th

hings or qua

alities that are importtant, or tha

at

are recurring

r

th

hemes, or that

t

describ

be an ethica

al stance. Try to reco

ord

the actual

a

word

ds used by the storyte

eller.

b. While

e in the role

e of scribe, take specia

al care to p

practice goo

od active

listen

ning skills.

2. Alternatively

A

y, the stories can be written

w

dow

wn and sha

ared at a fu

uture

supervision

s

session.

Ethics

s, Values an

nd Cultural C

Competencce

Values Clarification

C

n Exercises

1) Take a few minuttes to desc

cribe sometthing that y

you

do really

y well (this can

c be anytthing: hobb

by, work, crraft,

sport). Talk

T about why you th

hink that yo

ou do it so w

well,

and also

o about wha

at "feels rig

ght" about it.

i Speculatte

about what

w

makes

s this partic

cular thing such

s

a succcess

with you

u.

utes to tell a story abo

out a mom

ment

2) Take a few minu

that insp

pired or impressed yo

ou, that cau

used you to

o

pause, and

a think, and make so

ome kind off change orr

resolutio

on. Describ

be what you

u were feeling and thinking

at the moment

m

wh

hen this hap

ppened, and

d allow the

drama of

o the mom

ment to takke its time. Also, descrribe

the chan

nge that ha

appened in you

y after that

t

mome

ent.

3) Imagin

ne that you

u have been

n asked to pass along a

special secret

s

to fu

uture generations, the

e secret off life

that you

u have learn

ned over th

he many ye

ears. Each

person's

s secret is unique,

u

and

d they are being

b

recorrded

for the future

f

so that

t

no potential wisdo

om out of ttime

is lost. You

Y are pas

ssing this secret

s

along

g to unknow

wn

future people,

p

so you

y want to

o use the cllearest and

d

most de

escriptive la

anguage po

ossible. Tell this secrett of

life, statting it both directly an

nd with the use of

metaphors or exam

mples.

4) You admit that you

y do not know everything, that

there arre still questions you cannot

c

answ

wer. Howe

ever,

imagine that you are

a presentted with the

e opportun ity

to have any question answered. Talk

he things yo

ou muse ab

bout, and describe

d

the

e

about th

question

ns you wou

uld present to a source of knowle

edge

through this extraordinary op

pportunity.

ess in your recent pas

st that cam

me as

5) Descrribe a succe

the culm

mination of hard work and dedica

ation. This d

does

not have

e to have been

b

sometthing that took

t

a long time,

just som

mething tha

at you keptt working att until it wa

as

right. What

W

were the

t elements of the work

w

that m

made

the outc

come a suc

ccess? Tell this story as a parab le-an exam

mple illustra

ating a lesso

on.

Ethics

s, Values an

nd Cultural C

Competencce

Discussiion and Refflection

I

nterprret the resu

ults of this exercise after

both partners

p

are done (if both

b

participants

are ac

cting as sto

orytellers). The scribe can

give feedback to th

he other pe

erson aboutt

what se

eemed impo

ortant, wha

at the person

seems to

t value in liife.

Further notes on th

he exercise

es:

Question

n 1: The are

eas of life that you do well

or that seem

s

naturally right to

t you are also

a

possible

e sources of your mos

st basic valu

ues,

but try to

t discrimin

nate betwe

een physica

al talent

and what "feels rig

ght" about it for clues about valu

ues.

Question

n 2: Momen

nts of inspirration thatt cause a chhange

are moments thatt affect yo

ou deeply an

nd shape va

alues

related to the exp

perience.

ns 3 and 5: Questions in which yo

ou are aske

ed to pass a

along wisdo

om or lesso

ons

Question

are direc

ctly related

d to what you

y value in life.

Question

n 4: Your qu

uestions ab

bout life ind

dicate areass of growin

ng or chang

ging awaren

ness

about liffe, so are especially im

mportant to

o understan

nd.

Ethics

s, Values an

nd Cultural C

Case Vig

gnettes - Etthical conce

epts, dilemm

mas and fr

I

ntrodu

uction: Whe

en making ethical decisions it is h

throug

gh the vario

ous issues.

Web Liink #1 : The Markkula

M

Ce

enter for Applied

A

Ethic

one such framewo

ork. Provide

e the new worker

w

with

for Think

king Ethically. The artic

cle is locate

ed at:

http://w

scu.ed

du/ethics/prracticing/de

ecision/fra

the end of the artic

cle to assis

st you in wo

orking thro

Web Link

k #2: The new

n

workerr may also want to ide

Code of Ethics thatt can assistt him/her to determin

respons

sibility. The Code of Ethics can be

e found at:

http://w

socialw



g/pubs/cod

de/default.a

sp

Vignette

e #1: What about

a

Bob?

Y

ou

u are a casu

ual friend with

w Cindy, the

t wife of

yo

our co-work

ker Bill, in th

he APS unit. One

ev

vening on yo

our way ho

ome from the

t monthly

book clu

ub meeting Cindy breaks down crrying. She is

very distraught as she tells yo

ou that Bob

b "has a

problem

m" with OxyC

Contin. He started us

sing it about

a year ago

a after a back injury

y. Cindy say

ys that

things "g

got a little out

o of hand

d" and he ha

ad trouble

stopping

g after the injury imprroved. They

y talked it

out and Bob promis

sed to stop

p. Things go

ot better

after th

hat.

Cindy no

oticed rece

ently that Bob

B is being evasive

and he is

s moody. She

S asked him

h if anyth

hing was

wrong and

a he snap

pped at herr accusing her

h of neve

week wh

hen she wa

as putting away

a

the la

aundry she

OxyConttin from a doctor

d

who

ose name she

s didn't re

they had

d a big fightt but he admitted tha

at he was s

him cope with his back

b

pain while

w

at worrk. He said

ol. He said he

h needs to

is completely under his contro

when he

e is at work

k so he can think clearrly to do his

says his

s behavior has

h been so

o erratic that she is af

You say that you have

h

noticed that he has

h missed

wondere

ed if he was feeling okkay. You do

on't mentio

heard co

omplaints from

f

some

e co-workerrs that Bob

accurately. Cindy suddenly

s

looks horrifie

ed and says

or anyon

ne at work

k. She is justt confiding in you as a

that you

u will keep this

t to yourrself. If Bo

ob lost his jo

home. "Promise me

m you won''t say anything," plead

What wiill you do?

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