CYC 240: Ethical Decision-Making in Child and Youth Care ... · experience of ethics: Values and...

©SchoolofChildandYouthCare,UniversityofVictoria,2014

CYC 240: Ethical Decision-Making in Child and Youth Care Practice

Course Syllabus

Instructor Information

Name: Dr. Jennifer White

[email protected]

250-721-7986

Contact Information & Communication: Please communicate with your instructor

via the Course Spaces mail and discussions. Also regularly check the Course Announcements for important course information.

Scheduled Instructor Mondays/Wednesdays (8:00-9:30

am PST) Presence

Class Information

Number of Weeks 12

Meeting Times/Location This is a web-based course. Students are expected to be on the course website two to three times weekly. At least four times during the semester there will be an expectation that students will participate in a live group discussion through Blackboard Collaborate. Every effort will be made to be inclusive across multiple time zones.


Course Website

The course website is key to your learning journey. It is important to read, review and complete the activities, particularly as they relate to group work. The web-discussions will be aligned to this material so you will need to visit the website at least 2-3 times a week to stay on top of the discussions and stay engaged with your classmates and instructor.

Expectation of Students’ Participation

In recognition of the fact that we all learn in diverse ways, a range of opportunities for engaging with each other and the course material will be provided. For example, some weeks you might be expected to engage in online conversations with your classmates about a posted topic. In a different week, you might be asked to create an image/digital artifact/creative expression around a selected topic and then discuss this with your classmates. Other weeks, you might be asked to work in small groups to critically examine a situation or topic and then discuss your work with students from another group. Finally, there will be opportunities to meet live as a whole class and in small groups using the web conferencing system, Blackboard Collaborate. Web conferences will be scheduled to take place on a regular basis throughout the semester. Every effort will be made to accommodate multiple schedules and time zones. The sessions will be recorded and made available for viewing by those students unable to participate. A schedule will be worked out in advance as a way to ensure maximum participation.

Please note that while the course syllabus provides the instructor and the students with a formal map for how the course will unfold over time, several opportunities for co-creating knowledge and making sense of the material together are built into the overall design. Every attempt will be made to support choice, flexibility, creativity and emergent thinking.

Course Description

In this course on ethical decision-making in Child and Youth Care (CYC), you will become acquainted with the professional values, aspirations, and principles that guide our work with children, youth and families, as well as some of the ethical tensions that arise when values come into conflict. Key professional obligations and ethical commitments, such as promoting the


best interests of the child, cultivating trust, doing no harm, clarifying the limits of confidentiality, negotiating overlapping relationships, and pursuing the goals of social justice are reviewed and discussed. Through a combination of readings, reflections on your own experience, written assignments, discussion of case examples, and ongoing dialogues, you will deepen your ethical sensitivity, recognize moral choices in conflict, extend your knowledge of ethical theories and codes of ethics, and learn about different processes for engaging in ethical deliberation. Based on this learning, you will be supported to develop an integrated and publically justifiable approach to ethical decision-making that situates the ‘doing of ethics’ within diverse relational, cultural, institutional, and sociopolitical contexts.

Course Goals

This course is designed to enable you to:

• Heighten your ethical sensitivity • Understand the professional values, principles, and codes of ethics

governing CYC • Appraise the value and relevance of selected ethical theories, codes

and frameworks when working with diverse groups • Develop an integrated, culturally responsive, contextually situated

approach to ethical decision-making • Provide explicit moral justifications for your actions

Prerequisites

2nd year standing (core)

Course Readings

Required Texts

Weston, A. (2007). Creative problem-solving in ethics. New York: Oxford University Press.

Additional course readings will be available through the Course Spaces site


Weekly Topics

Module 1: Ethical Perspectives and Predicaments

Week 1: Cultivating an Ethical Perspective Week 2: Challenges of Caring Week 3: Introduction to Selected Ethical Theories Week 4: Ethical Dilemmas Week 5: Moral Duties and Virtues Module 2: Approaches, Debates and Critiques Week 6: Professional Codes of Ethics Week 7: Critical Perspectives and Politicized Praxis Week 8: Indigenous Worldviews and Cultural Responsiveness Week 9: Ethical Decision Making Models Module 3: Everyday Ethical Decision-Making Week 10: Ethical Arguments and Justification Week 11: Confidentiality and its Limits Week 12: Understandings of Professionalism

Weekly Learning Outcomes

Week 1 Topic: Cultivating an Ethical Perspective

Learning Outcomes:

• At the end of this week, you will be able to (a) find your way around the Course Spaces course site; (b) reflect on your own experience and consider what it means to bring an ethical orientation to your learning and professional practice and (c) begin to learn about the role of creativity and problem solving in ethical practice

Objectives:

• become familiar with the course syllabus, welcome message, assignments and deadlines

• begin to trace some of the history of your own values and ethics


• consider the question, “What does it mean to bring an ethical stance to your professional work with children, youth and families?”

Required Reading:

CYC 240 Course Syllabus

Course Text (Weston, Chapters 1 &2).

LaFollette, H. (2007). The ethical impulse (Chapter 1). The practice of ethics. Malden, MA: Blackwell Publishing.

Week 2 Topic: Challenges of Caring

Learning Outcomes:

At the end of Week 2, you will be able to (a) appreciate the complexities involved in enacting relations of care and justice with children, youth and families and (b) identify some of the potential challenges and institutional barriers to caring for others.

Objectives:

• Understand the complexity and emotionally challenging nature of caring practices

• Learn to recognize ethical dilemmas and moral tensions • Appreciate the historical, organizational, institutional and socio-political

influences on current understandings of ethical, caring practice

Required Reading:

*Prilleltensky, I., Walsh-Bowers, R., & Rossiter, A. (1999). Clinicians’ lived experience of ethics: Values and challenges in helping children. Journal of Educational and Psychological Consultation, 10(4), 315-342. Smith, Clint, TED Talks (2014). The danger of silence.

Optional Reading:

Markkula Center for Applied Ethics. The compassion chronicles: Challenges to compassion.


Week 3 Topic: Introduction to Selected Ethical Theories

By the end of this week, you will (a) have an introductory level understanding of some major western ethical theories and (b) consider an approach to ethical decision-making known as utilitarianism.

Objectives:

• Develop an initial familiarity with key ethical theories • Describe some of the defining features of utilitarianism • Learn about how others are applying utilitarianism to address

contemporary moral challenges Required Reading: Sommers-Flanagan, R. & Sommers-Flanagan, J. (2007). [Chapter 2] Philosophy and culture: Roots and prisms. Becoming an ethical helping professional: Cultural and philosophical foundations. Hoboken, NJ: John Wiley & Sons, Inc. Markkula Center for Applied Ethics. A framework for thinking ethically.

Justice with Michael Sandel, Episode 2

Week 4 Topic: Ethical Dilemmas

Learning Outcomes:

By the end of this week, you will be able to (a) recognize when you might be facing an ethical dilemma (b) understand how others are using ethical principles and frameworks to resolve moral conflicts and dilemmas.

Objectives:

• Identify when two or more moral choices are in conflict

• Consider and critically analyze ethical problem solving approaches

Required Reading:

Community toolbox. Ethical issues in community interventions.


National Childcare Accreditation Council (2009). Ethics: A part of everyday practice in childcare.

Course Text (Weston, Chapters 3 &4)

Optional Reading:

The case of Pablo Sanchez http://www.scu.edu/ethics/practicing/focusareas/medical/culturally-competent-care/mental-health.html

Week 5 Topic: Duties and Virtues

By the end of this week, you will be able to (a) develop an introductory level understanding of duty-based approaches to ethics and (b) describe how a virtue based approach to ethics might get applied to CYC practice

Objectives:

• Identify some of the thinkers associated with virtue ethics and duty-based approaches to ethics

• Learn how others are applying deontology and virtue ethics to address contemporary moral challenges

Required Reading:

*Bessant, J. (2009). Aristotle meets youth work: A case for virtue ethics. Journal of Youth Studies, 12(4), 423-438.

Justice with Michael Sandel, Episode 6

Week 6 Topic: Topic: Professional Codes of Ethics

Learning Outcomes:

By the end of this week, you will be able to (a) recognize the role of professional codes of ethics in guiding ethical action (b) consider some of the strengths and limitations of ethical codes.


Objectives:

• Identify one or more codes of ethics governing the professional practice of CYC practitioners in North America

• Develop a framework/set of criteria for evaluating various ethical codes

Required Readings:

Banks, S. (2003). From oaths to rulebooks: A critical examination of codes of ethics for the social professions, European Journal of Social Work, 6(2), 133-144. Winfield, J. (2004). Taking care of our code of ethics. CYC Online, 60, FICE (1998). A code of ethics for people working with children and young people.

Week 7 Topic: Critical Perspectives and Politicized Praxis

Learning Outcomes:

By the end of this week, you will be able to (a) describe key features of feminist approaches to ethical decision-making and (b) recognize the politicized nature of CYC practice.

Objectives:

• Describe some of the gendered assumptions associated with traditional ethical theories

• Identify the key characteristics associated with feminist approaches to ethical decision making

• Recognize the limiting and harmful effects of gender biases, sexism, patriarchal practices and other interlocking forms of oppression on children, youth, and families

Readings:

Gray, M. (2010). Moral sources and emergent ethical theories in social work. British Journal of Social Work. 40, 1794-1811.


Loiselle, E., de Finney, S. Khanna, N. & Corcoran, R. (2012). “We need to talk about it!” Doing CYC as politicized praxis. Child & Youth Services, 33(3), 178-205.

Optional:

Skott-Myhre, K. (2011). Towards a nomadic feminist ethics of care

READING BREAK

Week 8 Topic: Indigenous Worldviews and Cultural Responsiveness

Learning Outcomes:

By the end of this week, you will be able to (a) appreciate Indigenous perspectives on well-being, distress, and ethics and (b) describe a culturally responsive approach to working with Indigenous children, youth, families and communities.

Objectives:

• Understand Indigenous peoples’ experiences of distress and well-being within a broad sociopolitical and cultural context

• Recognize the harmful effects of colonial practices and policies (i.e. assimilation, residential schools, removal of children from their homes, land appropriation) on generations of Indigenous peoples in Canada

• Reflect on the potential consequences of perpetuating damage-centric narratives

• Readings:

Tuck, E. (2009). Suspending damage: A letter to communities. Harvard Educational Review, 79(3), 409-424.

Wexler, L. & Gone, J. (2012). Culturally responsive suicide prevention in Indigenous communities: Unexamined assumptions and new possibilities. American Journal of Public Health, 102(5), 800-806.


Week 9 Topic: Ethical Decision Making Models

Learning Outcomes:

By the end of this week you will (a) become familiar one or more ethical decision making models (b) be able to comment on its respective strengths and limits when working with children, youth, families and communities and (c) apply it to a case example.

Objectives:

• Describe the key steps and features of selected models of ethical decision-making

• Consider the respective strengths and weaknesses

• Explore how a decision-making model might be applied to ethical dilemmas in CYC practice

Readings:

Weston (Course text Chapters 5 & 6)

AND Choose one more from the following list:

• Garcia, J. , et al. (2003). A transcultural integrative model of ethical decision making in counseling. Journal of Counseling and Development, 81, 268-278.

• Hill, M., Glaser,K. & Harden, J. (1998). A feminist model for ethical decision making. Women & Therapy, 21(3), 101-121.

• Nash, R. (1997). Teaching ethics in the student affairs classroom. NASPA Journal, 35(1), 2-19.

Optional:

Markkula Center for Applied Ethics. Making an ethical decision: A practical tool for thinking through tough choices.


Week 10 Topic: Ethical Arguments and Justification

Learning Outcomes:

Upon completion of this week’s readings and activities, you will be able to (a) recognize the importance of providing clear justification for your ethical decisions and (b) learn to critically evaluate the quality of others’ ethical deliberation

Objectives:

• Recognize the value of justification as part of ethical decision making

• Articulate explicit reasons for taking specific ethical actions as part of being publicly accountable

Readings:

Osmo, R. & Landau, R. (2001). The need for explicit argumentation in ethical decision-making in social work. Social Work Education, 20(4), 483-492.

Johnson, A. (2012). Am I dying? Relational truth telling with adolescents. Relational Child and Youth Care Practice, 25(4), 40-47.

Left2Live. Watch Part 3 “Nisha”

Week 11 Topic: Confidentiality and its Limits

Learning Outcomes:

Upon completion of this week’s readings and activities, you will be able to (a) describe the importance of confidentiality as an expression of trustworthiness; (b) understand the specific limits of confidentiality.


Objectives:

• Define confidentiality and its limits • Recognize the ethical hazards of overlapping/multiple relationships and

the challenges of navigating them in specific practice contexts • Consider the unique ethical challenges associated with on-line

technologies and social media • Articulate what it means to do no harm and promote the best interests

of the child/youth within specific contexts

Readings:

Morgan, S. & Banks, S. (2010). Youth workers as confidants: Issues of welfare and trust. In S. Banks (Ed.), Ethical issues in youth work (2nd ed.) (pp. 157-177). New York: Routledge. Leahavot, K., Ben-Zeev, D. & Neville, R. (2012). Ethical considerations and social media: A case of suicidal postings on Facebook. Journal of Dual Diagnosis, 8(4), 341-346.

Optional:

Constable et al. (2010). The confidentiality of a confession: A counselling intern’s ethical dilemma.

Week 12 Topic: Ideas About Professionalism and Professional Identities

Learning Outcomes:

Upon completion of this week’s readings and activities, you will (a) understand the relationship between professionalism and ethics; (b) recognize the ethical challenges associated with overlapping relationships (c) critically reflect on the potential for doing harm.

Objectives:

• Articulate your current understanding of ‘being professional’

• Be familiar with current debates in the field of CYC regarding overlapping relationships

• Recognize the limits of good intentions and potential for doing harm


Readings:

Everett, B., MacFarlane, D., Reynolds, V. & Anderson, H. (2013). Not on our backs: Supporting counselors in navigating the ethics of multiple relationships within queer, two spirit, and/or trans communities. Canadian Journal of Counselling and Psychotherapy, 47(1), 14-28.

Fusco, D. & Baizerman, M. (2013). Professionalization in youth work? Opening and deepening circles of inquiry. Child & Youth Services, 34(2), 89-99.

Sercombe, H. (2007). ‘Embedded’ youth work: Ethical questions for youth work professionals. Youth Studies Australia, 26(2), 11-19.


Assignment and Grading Information 1. Contributions to the Learning Community (15%)

As an active member of our learning community you will be expected to engage in regular discussions of course readings and activities with your classmates. Sometimes you will be asked to participate in discussions with the whole class and other times you will be working in small groups. The purpose of the discussions are to: (a) provide you with an opportunity to clarify your own values and positions by thoughtfully engaging with your classmates and the course readings and (b) extend, deepen and support the learning of your classmates through your use of respectful questions and clarifying statements, as well as your ability to contribute to fresh thinking. You will be evaluated on the depth of your critical reflection in relation to the course readings as well as on your capacity to support and deepen the learning of others. See Tips for Discussions at the end of this syllabus.

Criteria for Marking Your contributions will be evaluated based on the following criteria:

• Relevance- the student always responds with comments that are on the topic.

• Understanding- the student always shows evidence of a deep understanding of the relevant course content.

• Engagement – the student always engages with others in a civil, meaningful and thoughtful manner.

• Critical reflection- the student attends to unspoken assumptions and notices how texts and arguments are put together

• Integration- the student is able to consistently make links across weekly readings and make connections to professional practice

• Respectful of differences- the student always shows respect for others whose opinions and perspectives are different from their own

• Succinctness-the student is always careful to craft contributions that are complete and concise.

• Awareness of the schedule- the student is always careful to adhere to the posting schedule


2. Reader Response Reports (2 X 10% = 20%)

An important part of all academic work is the ability to read, think, and write critically. This involves going beyond the surface of the text to examine how the author has structured his/her position or argument. For these assignments, you are asked to read and respond in writing (approximately 500 words) to two assigned texts (marked with an *asterisk). Prompts and worksheets will be provided. The aim here is not to re-describe or simply ‘tell’ what the article is about, but rather you are being asked to critically engage with the text by analyzing, interpreting, and evaluating it, and also linking what you have read to your own experience and knowledge. In other words, you are attending to what the text is expressing, how the text is put together, and offering an opinion in response. Prompts

• Who is the intended audience? How do you know? • What is the author’s social location/disciplinary/institutional context? • How is the text organized and what is your opinion about this? • What are the author’s main claims/arguments? • What evidence is provided to support the author’s assertions? Is this

effective/convincing? • What strategies does the author rely on to persuade the reader? • What might be some of the author’s taken for granted assumptions? • What connections, if any, can you make to your own personal or

professional experience?

Due Dates

Please submit your assignments through the Assignment Drop Box by midnight Sunday at the end of the weeks they are due (weeks 4 and 6)

Criteria for Marking

Critical analysis - Identifies audience, unspoken assumptions, gaps, and limitations

Identification of main arguments- Able to recognize the authors’ main claims or assertions

Tone- Consistently demonstrates a professional and respectful tone, even when offering a critique

Clarity of expression- Ideas are well-articulated and clearly presented


3. Code of Ethics: Appreciative Critique (25%)

Codes of ethics publically express the ethical commitments and values of the profession. They are generally understood to be an essential hallmark of all professional bodies. In the field of CYC, there are a number of different provincial, national and international codes that have been developed. Given the diversity of our field, different codes of ethics may apply, depending on the nature and context of the work. For example, the Early Childhood Educators of BC have their own code of ethics, as does the Child and Youth Care Association of BC, which is different again from the Council of Canadian Child and Youth Care Associations.

Given that professional codes of ethics are an important way for new practitioners to learn about what the field stands for, the purpose of this assignment is to provide you with an opportunity to become more deeply acquainted with some of the major codes of ethics governing the practice in CYC while also giving you an opportunity to craft your own code of ethics based on your understanding of some of the current codes’ existing strengths, potential limitations, gaps and absences.

Assignment Steps:

There are three key aspects to this assignment: (1) Review (2) Summarize & Analyze and (3) Create. Each aspect is detailed below:

1. Review each of the following Codes of Ethics and make note of their respective strengths and weaknesses.

Early Childhood Educators of BC Code of Ethics http://www.ecebc.ca/resources/pdf/ecebc_codeofethics_web.pdf Child and Youth Care Association of BC Code of Ethics

http://cycabc.com/?page_id=13

Council of Canadian Child and Youth Care Association and National Association of Child Care Workers Association Codes of Ethics

http://www.pitt.edu/~mattgly/CYCethics.html

2. Write a concise 3-5 page summary that compares and contrasts each of these three codes. Identify some of the specific strengths and weaknesses of


each code. Use examples from practice and course readings to justify your evaluation and analysis.

3. Read Creating a code of ethics for your organization

Now create a new Code of Ethics for CYC (approximately 5-6 pages) that you think incorporates the best features of the three codes you reviewed, and reflects your learning from Week 6 (course readings and discussions). Feel free to adapt the organizational structure of existing codes (e.g. preamble, codes, and point form summary statements) or come up with an alternative format for presenting the key ideas.

Your final assignment should be between 8-11 pages (including the summary and the new code of ethics). Include a title page and a reference list.

Due Date:

Please submit your assignment through the Assignment Drop Box by midnight Sunday at the end of the week it is due (week 8).


Assignments will be evaluated on the following dimensions:

Integration of course readings/discussions – weekly discussions and course readings are effectively woven into the summary and analysis

Quality of critical analysis –critical thinking is evidenced through the identification of gaps, assumptions, context and strengths of existing codes

Organization and coherence – the material is logically organized and coherently presented

Clarity of expression – writing is clear, flows easily, is free of grammatical errors, and shows evidence of having been proof read

Creativity and generation of new insights – the new code is creatively presented and shows evidence of fresh thinking


4. Ethical Framework: Developing an Integrated Approach (40%)

For this final assignment, you will have a chance to integrate what you have learned in this course by systematically deliberating about what to do when faced with an ethical challenge or dilemma. By the end of the process you are expected to make a decision and commit to a specific action. Your assignment should be 10–12 pages (not including title page or references), formatted according to APA guidelines. You should include a minimum of six references to course readings or other scholarly articles.

Include the following components and use sub-headings to organize your paper:

Introduction (2-3 pages). Your introduction should provide the reader with a brief overview of your paper, including its primary aims. Introduce your ethical issue and describe its significance for the field of CYC by citing relevant literature. Include a description of how you plan to organize the remaining sections of the paper.

Ethical Challenge (2-3 pages). Identify an ethical dilemma or challenge to work through. Choose an issue that you know would challenge you. The issue should be of sufficient complexity to be conducive to a layered analysis. A number of potential ethical dilemmas or challenges will be introduced in class, several of which could be used for this assignment. A number of challenging ethical issues, all of which would be worth exploring in more depth, can be found on the CYC NET http://www.cyc-net.org/threads/index.html

• Write in the first person voice and imagine yourself as the CYC practitioner or practicum student who is faced with having to make a decision and take action

• Describe the context, players, and the various interests and issues at stake

• Make sure that the dilemma is situated within a CYC professional context

Deliberation (3-4 pages). Develop an approach for systematically deliberating about the issue. This can include adopting or adapting one or more of the ethical decision making frameworks we reviewed in class. Make


sure to include a step where you consult your professional code of ethics, (choose one of the codes listed in Assignment 3). Do not hesitate to consult a trusted advisor as part of your process and include this as part of your deliberation. Use sub-headings to describe and organize the various aspects of your deliberation process. Take a position on the issue and provide a clear moral justification for the specific decision you have made and the actions you intend to take.

Reflections and Conclusion (2-3 pages). Reflect on the whole process and evaluate what worked well and what did not. Comment on the value, relevance and practical utility of your ethical framework by drawing on course readings and discussions. Identify any new insights or questions that emerged throughout this process. Consider the role of your personal and professional values in coming to an ethical decision, including any sources of tension or uncertainty. Make concrete suggestions about how the process could have been improved or strengthened.

Due Date:

Please submit your assignment through the Assignment Drop Box by midnight Sunday at the end of the week it is due (week 12).


Written assignments will be evaluated on the following dimensions: clarity of expression, quality of critical reflection, integration of personal experiences and course readings/discussions, organizational flow, proper formatting, and generation of new insights. The material included below highlights what is expected at different grade ranges:

In the C range, writing:

• makes some but infrequent or incomplete use of references and readings;

• frequently contains writing gaps such as run-on sentences, grammatical, syntax and vocabulary inconsistencies, typos, word repetitions, etc;

• organization is frequently unclear or unfocused, writing rambles on or does not progress towards analysis;


• does not use APA formatting accurately or appropriately;

• begins to demonstrates some linkages and integration of theory, self and practice;

• infrequently demonstrates critical analysis or raises new ideas or dilemmas.

In the B range, writing:

• makes suitable use of references and readings, with some infrequent incomplete or insufficient linkages;

• sometimes contains writing gaps such as run-on sentences, grammatical, syntax and vocabulary inconsistencies, typos, word repetitions, etc.;

• organization is sometimes unclear or unfocused, writing may still ramble on or not progress quickly towards analysis;

• uses APA formatting accurately and appropriately most of the time;

• demonstrates some linkages and integration of theory, self and practice;

• uses some appropriate personal, class and discussion examples to add complexity to course content;

• begins to draw on class activities, readings, and discussions to further analysis and deepen response.

In the A range, writing:

• makes frequent, complex and appropriate use of readings and references;

• almost never contains writing gaps such as run-on sentences, grammatical, syntax and vocabulary inconsistencies, typos, word repetitions, etc.;

• organization is clear and focuses, writing is succinct and progresses appropriately to analysis;

• uses APA formatting accurately and appropriately;


• demonstrates frequent and complex linkages and integration of theory, self and practice;

• uses relevant and challenging personal, class and discussion examples to add complexity to course content;

• draws on class activities, readings, and discussions to further analysis and deepen response.


Week Date GeneralTopic TextReadings

1 January 5-11 CultivatinganEthicalPerspective

• CourseSyllabus• Weston(Chapts.1&2)• LaFollette(Chapt.1)

2 January12-18 ChallengesofCaring

• Prilleltenskyetal(1999)*• http://www.ted.com/talks/clint_smith_the_danger_of_silence

3 January19-25 Introductionto

SelectedEthicalTheories

• Sommers- Flanagan & Sommers-Flanagan (Chapt.2) (2007) • MarkkulaCenterforAppliedEthics • Justice with Michael Sandel, Episode 2

4 January26-February1ReaderResponse#1

EthicalDilemmas

• Community toolbox. Ethical issues in community interventions. • NationalChildcareAccreditationCouncil(2009).Ethics:Apart

ofeverydaypracticeinchildcare.

• Weston(Chapters3&4)

5 February2-8 MoralDuties&Virtues

• Bessant (2009)* • Justice with Michael Sandel, Episode 6

ReadingBreak

February9-15

6 February16-22ReaderResponse#2

ProfessionalCodesofEthics

Banks(2003)• Winfield,J.(2004).Takingcareofourcodeofethics.CYCOnline,

60,

7 February 23-March 1

CriticalPerspectives

• Gray (2010) • Loiselle, et al. (2012)

8 March2-8Assignment#3

Indigenous Worldviews

• Tuck (2009) • Wexler & Gone (2012)

9 March9-15 EthicalDecisionMakingModels

• Weston (Chapters 5 & 6). Plus one of the following: • Garciaetal(2003)• Hill,etal(1998)• Nash(1997)

10 March16-22 EthicalArguments

• Osmo & Landau (2001) • Johnson(2012)• Left2Live.WatchPart3“Nisha”

11 March23-29 ConfidentialityanditsLimits

• Morgan&Banks(2010)• Leahavot,etal.(2012)

12 March30-April5FinalAssignment

IdeasAboutProfessionalism

• Everett et al. (2013) • Fusco & Baizerman (2013) • Sercombe (2007)


Tips for On-Line Discussions The following tips may be helpful to you for using discussions to further your own learning and the learning of others.

Netiquette

• Confidentiality- Have I respected the confidentiality of all concerned?

• Respectfulness- Am I being respectful toward my peers? Have I appreciated the points of view that have already been put forward?

• Spelling and grammar- Have I proofread my posting before submitting?

• Length- Have I adhered to the suggested word limit and made the posting as succinct as possible? Most postings should be no more than 100-150 words or one paragraph.

• Schedule- Have I adhered to the schedule or am I inconveniencing others?

• Subject line- Have I used a subject line in my posting?

• Disagreements- Have I avoided personal attacks when I disagree with someone?

• Content- Does my submission add value and further the discussion?

• Ownership- Have I signed my message?

When responding to a previous posting, move the dialogue along so that learning is deepened. Here are some ways of doing this:

• Identify themes and patterns that you see.

• Relate the posting to course content so that new connections are made.

• Use questions to further thinking. Your questions could be exploratory (What evidence supports…?), challenging (How could we…?) or relational (How could we compare…?).

• Share you own perspectives and experiences so that other class members can learn from you.


• Be generous; invite responses from other class members.

• If you have related resources that contribute to the discussion include these. You may be able to include a useful URL or the name of a book that is relevant to the topic.

• Don’t just repeat what has already been said, give a new perspective or a fresh idea.

• Express appreciation for other responses that you find useful.

• Sign your message.

• Always be respectful when giving responses.


CYC POLICIES AND GUIDELINES

Students taking SCYC courses are required to read and adhere to the following policies:

• Undergraduate program level of the university Calendar http://web.uvic.ca/calendar/FACS/UnIn/UARe/index.html

• Faculty level of the university calendar http://web.uvic.ca/calendar/FACS/UnIn/UARe/Atte.html

• School level of the university calendar http://web.uvic.ca/calendar/FACS/FoHuaSD/SoChaYC/SARe.html

• School website: http://www.uvic.ca/hsd/cyc/home/home/policies/undergrad/index.php

While all undergraduate calendar and SCYC policies apply to students in Child and Youth Care courses, please pay particular attention to:

• Attendance and Regular Participation: http://web.uvic.ca/calendar/FACS/UnIn/UARe/Atte.html Weekly, active and engaged participation is a basic requirement of this course. This means the completion of learning activities, participation in weekly discussions and assignments are all required elements of your learning. If you are unable to participate due to extenuating circumstances, you need to contact and alert your instructor. Failure to meet the responsibilities of the course may result in exclusion from the class as per the current University of Victoria Calendar attendance policy.

• Academic Integrity: All students are required to read and comply with the university’s policy on academic integrity (e.g., plagiarism, multiple submissions, falsifying materials, cheating, etc.) as detailed in the current University of Victoria http://web.uvic.ca/calendar/FACS/UnIn/UARe/PoAcI.html

• Assignments: The assignment is due on the specified date. Please review the undergraduate policy on late assignments for more information. http://www.cyc.uvic.ca/policies.php


• Deferrals and deferred status: http://web.uvic.ca/calendar/FACS/UnIn/UARe/DeSt.html and http://www.uvic.ca/hsd/cyc/home/home/policies/undergrad/index.php

SCYC Diversity Statement

The School of Child and Youth Care fosters a welcoming and positive learning, teaching and working environment for all its members. In all aspects of your participation within the School of Child and Youth Care, it is expected that you will incorporate the principles of respect for diversity, equity, and inclusion.

Percentage and Letter Grade Equivalencies

The overall letter grade standing adhered to within the University of Victoria undergraduate programs is located in the calendar: http://web.uvic.ca/calendar/FACS/UnIn/UARe/Grad.html

Course Outlines

Course outlines are required documents for course challenges and may be required when applying to other institutions and graduate schools. It is important that you retain this syllabus for documentation of your course description, content and readings.

The School of Child and Youth Care does not keep copies of all course outlines. There is a minimum $25 administration fee charged for copies of archived course outlines.

CYC 240: Ethical Decision-Making in Child and Youth Care ... · experience of ethics: Values and...

Documents

Transcript of CYC 240: Ethical Decision-Making in Child and Youth Care ... · experience of ethics: Values and...