The NASW Code Of Ethics In The Workplace

An important step of the worker employing this skill is to allow for an exchange pf questions and answers. The worker may even have to provide examples of concerns she is equipped to address.

Upon first meeting with Precious, her identified problems would build up pretty quickly. An effective method for organization is the partialization of client problems. Shulman carefully details this skill as a collaborative process to identify and rank current issues in order of importance. Using this partialization skill, allows for the client and worker to more easily set goals and objectives to allow for more successful outcomes before termination.

Other Agency/Programs/Professionals

In managing Precious’s case there are several agencies and programs

available to help. The first concern to address is her housing situation. To address this concern, Precious would be referred to Wayne County Public Housing Authority. As the case manager, I would work with Precious and her mother in securing housing by making the needed phone calls and filling out the appropriate applications.
The second program I would refer Precious to is the Ryan White and Global HIV Program. This program will allow for Precious to seek treatment for her HIV diagnosis. In addition, the program assists those without insurance to still receive the medical care and supportive services needed in living with HIV. The closest medical provider that offers this care and service is the Wright Center, Infectious Disease Clinic.
NASW Code of Ethic’s Principles
The NASW’s Code of Ethics (2018) guides professional and ethical behavior as a standard for all social workers.

In the preamble of this code, there are six core values, specific to the profession of social work: service, social justice, dignity and worth of persons, importance of human relationships, integrity, and competence. In addition, each of these values adheres to a more specific ethical principle that directly reflects the values mentioned above. IN regards to Precious’s case two ethical principles can be employed that relate directly to service and competence.

Service is one the first values often discussed in the social work practicum. As a social worker, one is to adhere to the following ethical principle attributed to service: “Social workers' primary goal is to help people in need and to address social problems” (NASW, 2018). My role with Precious includes my obligation to help her resolve or, at least, address her social problems. In her case, these problems range from childcare to abuse to incest to residential instability. My overarching goal is to help, improve, and

educate.
Competence refers to the ability of social workers to possess the knowledge and skills needed in the profession.

Furthermore, having the ability to expand and apply that knowledge and those skills to professional practice. The following ethical principle applies to social worker competence: “Social workers practice within their areas of competence and develop and enhance their professional expertise” (NASW, 2018). Obtaining a level of competence will be difficult in facing the many problems areas of Precious’s life; however, as a professional social worker it will be important to expand my skills to best serve Precious. My role in Precious’s case is to be ethical, an advocate, and a professional. In doing so, I would need the competence to problem solve, ensure social justice, and to be familiar with the many dimensions of

diversity.
State or Federal Policy
The Federal Child Abuse Prevention and Treatment Act (CAPTA) was amended in 2010 by The CAPTA Reauthorization Act (P.L. 111-320). The Reauthorization Act acts as a guide for states to characterize a minimum set of acts and behaviors that constitutes child abuse and neglect. The U.S. Department of Health and Human Services (2014) defines this minimum as “any recent act or failure to act on the part of a parent or caretaker which results in death, serious physical or emotional harm, sexual abuse or exploitation” or “any act or failure to act which presents an imminent risk of serious harm.”
The CAPTA Reauthorization Act of 2010 designates federal spending to state agencies to support efforts to prevent, assess, investigate, prosecute, and treat child abuse and neglect.
The amended CAPTA Act applies directly to Precious’s case because these are the circumstances in which she is placed. She not only meets, but exceeds the minimum standard that constitutes child abuse.
Evidence Based Practice
An evidence based practice recommended for Precious and her mother is Alternatives for Families: A Cognitive-Behavioral Therapy (AF-CBT). This program is for families facing difficulties such as conflict or abuse because of anger and aggression. The program is designed for physical, emotionally, and/or verbally abusive parents and their child/ren aged 5-17. The intentions of the program are to improve parent/child functioning as well as to create a safe and healthy environment for both child and parent.
Peer-Reviewed Article
In Herring and colleagues (2013) article, they discuss the importance of cultural competence in human service agencies. Although they talk about competently addressing trauma within the aboriginal Australian population, it could easily be applied to any child who has endured or is currently enduring some form of trauma. They discuss a major implication for practice is to be well-informed. Being well informed allows a social worker to know the population they are serving and knows the extent to which the trauma can affect individuals. The second implication for practice is to understand the misrepresented and underrepresentation populations; understand the difficulty in coming to seek services. Any individual facing trauma is facing those same difficulties.
In instances alike, handling cases involving trauma requires a great deal of competence. The biggest take away from this article and this assignment, in general, is that each case is very individual to the client one is working with. Although stories can be similar and elements of one’s story can resemble another’s, it is important to allow clients to tell their own story and process their own feelings. Our best shot at understanding a client’s story is to acquire greater competence by constantly adjusting and expanding our knowledge and skill set to serve the population we are attempting to work with.

References:
Barker, E. T., & Bornstein, M. H. (2010). Global self-esteem, appearance satisfaction, and self- reported dieting in early adolescence. The journal of early adolescence, 30(2), 205-224.

Carlisle, M. (2011). Healthy relationships and building developmental assets in middle school students. Canadian Journal of Education, 34(3), 18.

Herring, S., Spangaro, J., Lauw, M., & McNamara, L. (2013). The intersection of trauma, racism, and cultural competence in effective work with aboriginal people: Waiting for trust. Australian Social Work, 66(1), 104-117.

Rosenberg, M. (1965). Society and the adolescent self-image. Princeton, NJ: Princeton University Press.

Saunders, J. F., Frazier, L. D., & Nichols-Lopez, K. A. (2016). Self-esteem, diet self-efficacy, body mass index, and eating disorders: modeling effects in an ethnically diverse sample. Eating and Weight Disorders-Studies on Anorexia, Bulimia and Obesity, 21(3), 459-468.

Shulman, L. (2016). The skills of helping individuals, families, groups, and communities. Boston, MA: Cengage Learning.

Stapleton, P., Crighton, G. J., Carter, B., & Pidgeon, A. (2017). Self-esteem and body image in females: The mediating role of self-compassion and appearance contingent self- worth. The Humanistic Psychologist, 45(3), 238.

US Department of Health and Human Services (HHS). (2014). The Child Abuse Prevention and Treatment Act (CAPTA) 2010.