Demonstrate Ethical and Professional Behavior

As a professional social worker I will strive to model the value base of the profession and abide by the Code of Ethics of the NASW. This includes using critical thinking when faced with ethical dilemmas. I will keep up with the laws, regulations and current developments that impact practice at the micro, mezzo, and macro levels. I will conduct myself in a professional manner, including behavior, dress, and timeliness, as well as in oral and written communication. As a social work professional, I am committed to professional growth and life-long learning through continuing education and evidenced-based research. I will also initiate and solicit supervision and consultation throughout my career, along with reflection and self-care strategies, in order to best demonstrate professionalism and proper ethics.

 “Action indeed is the sole medium of expression for ethics”  Jane Addams

PRACTICE BEHAVIORS:

1A: Develop a practice framework for analysis of complex environments, that is ethical, value-grounded, and evidenced-based.

Academic Evidence: In my Advanced Administrative Practice II class, I had the opportunity to respond to a discussion question about an ethical dilemma at a nonprofit organization, applying Trevino and Nelson’s Eight Steps to the ethical scenario.  These eight steps provide a general outline for problem solving when faced with an ethical dilemma in social work practice. I learned to apply critical thinking skills to a situation with an ethical dilemma in order to come up with the best decision.

Field Evidence:  I developed an ethical framework based on research of ethical models most appropriate for hospice social workers and selected a modified version of the  Mattison model for my field experience at a local hospice.  From this I created (cognitive level: synthesis) an ethical dilemma quick guide that can be kept on a cellphone for ready availability and used when inevitable ethical dilemmas arise. I used research skills and creative skills in developing this ethical framework.

Other Evidence:  One important component of the NASW Code of Ethics is confidentiality.  After getting a small caseload at my field placement, I realized that one of my assigned patients was a cousin of my grandfather.  Maintaining confidentiality is something that I strive for.  When this patient’s cousin from California called me out of the blue a couple of weeks later to discuss our mutual family history, I maintained the ethical principle of confidentiality during our conversation.  I wrote about this experience in my Weekly Journal.  This learning experience involved demonstrating the NASW value of the dignity and worth of each person in maintaining confidentiality.  

1B: Implement supervisory and self-care strategies that integrate professional strengths, limitations, and challenges.

Academic Evidence: In my Advanced Administrative Practice 1 class, I created (cognitive level: synthesis) a pseudo self-care program for a local hospice organization.  This strategy was intended to use self-care practices to reduce anxiety, compassion fatigue, burnout, and turnover intention for those who work in end-of-life care.  I demonstrated (cognitive level: application) research skills in this project by developing a survey questionnaire to measure the baseline and post-intervention levels of the participants across multiple dependent variables of the study.  An introductory section of this self-care strategy can be found here.

Field Evidence:  I meet weekly with my field instructor to get supervision.  It is a good time to ask questions, get clarification, and integrate professional strengths, limitations, and challenges regarding my practicum experience.  I wrote a journal entry in my Weekly Field Placement Journal that involved a supervisory meeting as well as a strategy meeting among all of the agency social workers. Knowledge of my own strengths and limitations, or self-awareness, has been helpful in approaching these meetings of supervision.

Other Evidence: For many years I have practiced self-care in a variety of ways- running and working out, cycling and spin class, reading, hiking, church activities, and traveling.  My favorite self-care activity is gardening.  Here is a photo of my backyard kitchen garden that I built from discarded 100 year old bricks. Also pictured is my Assistant Gardener, Tillie.

1C: Exhibit commitment to professional growth through continuing education, supervision, and ongoing consultation.

Academic Evidence:  I am committed to education and learning and look forward to continuing education opportunities.  In 2019 I was honored to receive the MSW Academic Excellence Award at Southern Adventist University for my academic achievements. Being diligent in my studies shows evidence of the NASW value of competence, as I strive to be competent in my field.

Field Evidence: I have attended (affective level: receiving) continuing education events with my field instructor that have contributed to my professional growth and knowledge base. These events have engaged my cognitive processes and developed my knowledge of the medical social work field. I wrote a journal entry in my Weekly Field Placement Journal about a week of continuing education opportunities.

Other Evidence:  In April of 2019 I received 6 CEUs by attending the third annual continuing ed conference, “Demystifying Death” that is organized by Welcome Home.  My field agency was one of the sponsors for this event, and I was able to hear the keynote speaker and attend all four breakout sessions. Attending this particular event helped me to justify (cognitive level: evaluation) and validate my interest in working in hospice. I journaled about this experience in professional growth and getting continuing education in an entry in my Weekly Field Placement Journal.

1D: Demonstrate professional oral and written communication skills.

Academic Evidence:  I created a powerpoint presentation on the issue of hoarding disorder for my Mental Health emphasis class.  This powerpoint was presented to the class during the summer intensive session and demonstrates not only the technical skills of creating the powerpoint but also research skills in gathering empirical information on the topic of hoarding disorder and speaking skills in presenting the material to my peers. I gained knowledge about attachment theory in this project, as hoarding disorder is rooted in misplaced attachments from the person’s childhood.

Field Evidence:  I have learned how to professionally document visits and assessments with hospice patients in my field placement.  This requires professional written communication skills.  I wrote a journal entry about how I can demonstrate (cognitive level: application) these skills professionally and ethically.

Other Evidence:  At my internship at Hearth Hospice, I created a powerpoint presentation on the topic of “Diversity in Death and Dying” that I orally presented at all three of my agency’s offices to conduct cultural competency training for their social workers and other staff members. This experience demonstrates creative and technical skills in designing a professional powerpoint presentation and also the public speaking skills needed in delivering the presentation.

In my Advanced Clinical Practice II class, I learned skills in how to lead therapeutic groups.  I  led a pseudo therapeutic group for people with panic disorder.  You can view evidence of professional oral communication skills in a group session in this video.

 

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