Course Syllabus: HMS 200 Ethics in Human Services (Rev. 8/10)

HMS 200 Ethics in Human Service (3 Credits)

“Real life” applications of personal and professional beliefs, ethics, values, morals, codes of conduct in human relationships using ethical decision-making, problem-solving, and critical thinking activities for interacting with potential clients, customers, patients, students, subordinates, co-workers and supervisors.

This course may be used toward meeting the general education social sciences requirement as well as the human services and/or substance abuse counselor training certificate core requirements. Check with specific licensing boards for the use of this course for certification or continuing education credit.

Prerequisites: None

Instructor

Mary Ray, PhD

Human Services Program Coordinator/Instructor

Great Basin College

Elko Campus

1500 College Parkway

Elko, NV 89801

Phone: (775) 753-2005

Fax: (775) 753-2160

Office: MH 132

Administrative support: Dianna Byers, (775) 753-2301

Office Hours

Hours by appointment. Contact instructor through the course email for issues. Call the office with more lengthy or in-depth questions.

Required Text and Other Materials

ü “Real World” Ethics (2 nd edition) By Robert J. Nash. Teachers College Press ISBN# 0-8077-4256-2

ü Regular, reliable internet access, and the use of a current word processing computer program

Course Description

This course is comprised of class discussions, cooperative learning activities, individual assignments, and class presentations. Students complete assignments which reflect ethical concerns common to human services situations. Professional codes of ethics and the concepts of values, boundaries, morals, and confidentiality within human services professions such as in health care, education, social work, mental health, law enforcement, and criminal justice will be explored. Students are expected to become familiar with the ethical decision-making process, and to apply these concepts in the class discussions. Audio and video materials and guest speakers may be used for enriching the curriculum.

Course Goals/Objectives

The course is based on the following objectives:

I. To assist students with developing a functional awareness of individual ethical principles.

II. To provide students with opportunities to enhance problem-solving skills which reflect the application of ethics.

III. To offer opportunities for students who are preparing for employment in the helping professions (as well as for practicing human services professionals) to examine and to practice the application of professional codes of ethics in hypothetical workplace situations.

General Education Integrative Objectives

Communication skills: Strong

Rationale/Examples:

· Students are expected to participate in the class discussions.

· Students must complete an ethical philosophy statement assignment.

· Students will present an ethical dilemma to the class.

· Students write in a journal that is graded on a weekly basis.

· Students are expected to challenge peer positions in discussions about ethical topics.

Critical Thinking: Significant

Rationale/Examples:

· Students will explore codes of ethics from different social services professions, and compare and contrast them. Students will identify the underlying meta-ethical principles that underlie each concept.

· Upon examination and comparison of various examples of social codes of ethics, students will logically integrate demonstrations of the application social and scientific hierarchies in activities and discussions.

· Principles of adult learning will be examined in class discussions, and applied by discussing various problem-solving methods.

Quantitative ability: Considerable

Reasoning and Independent thought: Significant

Scientific understanding: Considerable

Personal and Cultural Awareness: Strong

Rationale/Examples:

· Students will verbalize understanding of the individual and cultural diversity in society by journal reflection, a written and oral report of case studies which reflect selected social ethical dilemmas.

· Students will record results of assessments of individual ethical styles, and explore the etiologies of their styles in journal-writing, and in class discussions.

· Students will be asked to identify and develop a secondary ethical style, and identify rationales/scenarios for application.

· Students will create a collage depicting a controversial social issue or ethical dilemma in the course of examining the application of normative ethics. No words or images of words will be permitted. Students must convey messages and feelings about the issues with images taken from current periodicals.

Sense of the individual in society: Significant

Sense of the past: Considerable

Sense of accountability: Significant

Appreciation of fine arts: Some degree

Personal Wellness: Strong

Rationale/Examples:

· Students will discuss the impact of personal ethical styles in personal and professional settings.

· Students will participate in class discussions, and answer selected questions in their journal entries, from of the material from the course text: “Real World” Ethics as reflections based on their “real life” personal and professional situations.

· Personal stress management and the exploration of the impact of stress in society in terms of health and wellness will be discussed.

Technological Understanding: Strong

Rationale/Examples:

· Participants will include students, professionals, and paraprofessionals in the areas of nursing, emergency medical technicians, radiology, social work, and human services. Current topics in health care delivery systems are included in the bioethics portion of the curriculum.

· Included in the curriculum are applications in bioethics and ethics as related to computer technology, medical/health information management (HIPAA laws), issues concerning public health and safety reporting requirements, and confidentiality issues.

Expected Learner Outcomes

Upon completion of this course, students will be able to demonstrate the following skills:

1) State understanding of the common ethical principles found in codes of ethics and standards of practice related to the fields of education, health sciences and human/social services.

Measurement: Journals, discussions, final exam.

2) Identify interactions between helper and client/patient, family members, and other health and human services providers which accurately reflect those outlined in related codes of ethics and/or standards of practice.

Measurement: Journals, discussions, case study, final exam.

3) Demonstrate knowledge of the principles of respect for individuality and for people of diverse cultural backgrounds when rendering of professional services.

Measurement: Journals, discussions, final exam.

4) Define confidentiality and apply legal, ethical and legal standards to situations common to the helping professions.

Measurement: Journals, discussions, case study, final exam

5) Participate in personal and professional reflection in terms of self-evaluation of ethical standards, morals, values, and professional effectiveness.

Measurement: Journals, discussions, case study, final exam.

Methods of Instruction

Learning methods include the following:

· Reading assignments

· Pre- and post-testing and final examination

· Class activities and discussions

· Written assignments and journal-writing

· Course evaluations

Explanation of Grading Policy*

The following grade point scale will be used:

A ≥ 93 B - 80-82 D+ 67-69

A- 90-92 C+ 77-79 D 63-66

B+ 87-89 C 73-76 D- 60-62

B 83-86 C- 70-72 F <60

Late Work Policy

It is the student’s responsibility to initiate the process of making up missed coursework/assignments, and/or obtaining missed instructional content. Incompletes may be requested, and may only be granted per GBC policy. Students are expected to participate an d to complete all assignments on time. In order for late work to be considered for a grade, students must notify the instructor by course email EACH AND EVERY TIME that a late assignment or late discussion post is submitted. Late submissions made without i nstructor notification will NOT be graded. No submission or discussion will be graded after the posted deadline for late/make-up work. No work will be accepted for a grade after the final exam has been submitted.

To be fair to students who turn work in on time, unexcused late work will receive an immediate 10% deduction, and additional deductions will be made in increasing amounts thereafter. Contact the instructor PRIOR to a due date to request an excused late submission. Most technical problems and/or difficulty with obtaining the textbook will not be considered for excused late work; allow yourself ample time to complete assignments in order to meet deadlines.

Note: A student who logs into the course, and then fails to participate, ceases to participate , and/or does not officially withdraw from the class, will receive a grade at the end of the course that reflects the total of actual points earned, even if that number is a zero.

It is recommended that all assignments be completed, no matter how late due to the educational value of course work. Late work is accepted until the final exam due date/time. Extra credit may be offered at the instructor’s discretion, but ALL assignments much have been completed and submitted on time prior to requesting an extra credit assignment. Suspected violations of GBC academic honesty policy will be reported.

Attendance Policy

Per this statement in the GBC catalog, “You must participate in classes regularly if you intend to obtain the full benefits of instruction.” It is important to keep current with both written and discussion assignments. If you have difficulty participating due to technical problems which cannot be resolved by calling the Help Desk at (775) 753-2167, or a personal emergency, please notify the instructor immediately to make arrangements for making up missed work. Generally, technical problems and/or difficulties obtaining books are not sufficient reasons for late work. An incomplete must be requested by the student. Late points are permanent, and continue to accrue until the date the student withdraws from the course, or the student and instructor agree that an incomplete will be issued. Students are expected to participate regularly, and to complete all assignments on time.

Course Outline/Schedule/A ssignments

Note: Due dates/times for assignments are located in the course announcements.

Topic: Overview of Ethics

Welcome to class! Hopefully, you will enjoy your journey as you explore the process of identifying and applying personal and professional ethics.

Class Activity: Please complete the Pretest (below) without using books or resource materials. Write definitions for terms in the Pretest as best you can from what you know before beginning work in this course. The Pretest will not be graded, but it is required, and it can be used as a study guide in preparation for the final examination. Pretests are due during the first week of class. If the pretest is received late (unexcused) 10% will be deducted from your final exam score. Submit the pretest under the “Pretest” section of the assignment area.

___Print out and read the entire syllabus

___Note new announcements or email from the instructor. Check for announcements each time you enter the course.

___Pretest: Briefly define in two or three complete sentences the following 15 terms/concepts from the following list of the Pretest, and submit in the “Pretest” as a Word or rtf file in the assignment section by the end of Week #1*:

1. ethics

2. values

3. morals

4. standard of practice

5. code of ethics

6. moral languag e

7. background beliefs

8. personal character

9. ethical dilemma

10. bioethics

11. legal requirements

12. philosophy

13. problem-solving process

14. perspective

15. professional self-reflection

* Specific due dates are listed in the course announcements

___Read in the textbook: “Foreword,” “Acknowledgments,” and pages 183-184 in Chapter 7.

___Introduction discussion: Introduce yourself to the class in the “Introductions” section of the discussions. Share with the class some of your reasons for taking this course. Include a brief (approximately100-word) summary of a challenging experience with your ethics or values in a personal and/or professional situation. Do not reveal personal or confidential information about yourself or another person that you may be uncomfortable discussing. You may use this discussion area for informal chat or for forming study groups during the course. This discussion is ungraded.

___Contact the instructor in person, by course email, or by phone if you have questions at any time

Week 2

Topic: Ethics and values: How do personal beliefs and values affect professional ethics?

___Read textbook: Chapter 1, pages 1-9

___Class discussion #1: In your “major” post, respond to any two of the questions from the list on page 183-184, and discuss additional key topics from your readings in the text in ten sentences or more* Respond to at least two peers (see “participation requirements” for more details about discussion posts in the syllabus, below).

___Journal assignment #1: Choose four issues from the list on pages 183-184, and give specific examples of how you express each of these values/beliefs at work or at school as demonstrated by your social or interpersonal behavior in one page (200 words or more. See journal assignment information in the “additional information” section, below.

IMPORTANT NOTE: Remember to include page numbers from the assigned readings in order to indicate the basis for your agreement or disagreement regarding your opinions in all journals and major post discussions. This will enhance your learning process—and your grade! It will also help you to avoid plagiarism issues…and will help you to provide evidence of academic scholarship. Student opinion is important, but this is an academic course, and material from the textbook must be addressed in all journals and major posts. You may include/cite information from related resources which are academic in nature and evidence-based to enhance your work only in an addition to citing the assigned readings from the text. Points are deducted for insufficient length/depth of responses and/or lack of supporting documentation from the material from the readings.

Week 3

Topic: Morals and self reflection: Professional Perspectives: Codes of Ethics and Standards of Practice: Where do they come from?

___Read: Chapter 1, pages10-13

___Class discussion #2: Discuss topics from the assigned readings in the text that are related to the definitions and applications of the term: “moral philosophy”.

___Journal assignment #2: Write a 20-sentence summary about your “moral philosophy” based on these three questions:

Part (1) What is your current “moral philosophy” as related to human service?

Part (2) Why do you believe this is your philosophy?—And from whom did you learn it? Note the terms listed in bold on page 47. Research the definition of each of these terms, and incorporate at least two of the terms in your philosophy statements.

Week 4

Topic: Codes of Ethics: What happens when professionals disagree?

___Read Chapter 2, pages 15-26

___ Class discussion #3: Discuss topics from the readings in the text as related to definition and application of codes of ethics—when and how they might differ, and why, and what they share in common, and the reasons why.

___Journal assignment #3: Locate and read a code of ethics which is related to one human service occupation of your choice/interest (nursing, social work, psychology, counseling, business, medicine, dentistry, optometry, culinary, veterinary, realtor, medicine, law, faith-based organizations, human services/National Organization for Human Services code of ethics, etc.). Identify five key concepts upon which the code of ethics is based. Give a specific example of how each of the five concepts is applied to helping a “real life” client/student/patient whom you plan to serve in your chosen profession. Cite the specific code of ethics in your references in addition to supplying the page numbers cited from the readings in your text.