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2014 254102  Professional and Ethical Practice writing workshop 1
2014 254102  Professional and Ethical Practice writing workshop 1
2014 254102  Professional and Ethical Practice writing workshop 1
2014 254102  Professional and Ethical Practice writing workshop 1
2014 254102  Professional and Ethical Practice writing workshop 1
2014 254102  Professional and Ethical Practice writing workshop 1
2014 254102  Professional and Ethical Practice writing workshop 1
2014 254102  Professional and Ethical Practice writing workshop 1
2014 254102  Professional and Ethical Practice writing workshop 1
2014 254102  Professional and Ethical Practice writing workshop 1
2014 254102  Professional and Ethical Practice writing workshop 1
2014 254102  Professional and Ethical Practice writing workshop 1
2014 254102  Professional and Ethical Practice writing workshop 1
2014 254102  Professional and Ethical Practice writing workshop 1
2014 254102  Professional and Ethical Practice writing workshop 1
2014 254102  Professional and Ethical Practice writing workshop 1
2014 254102  Professional and Ethical Practice writing workshop 1
2014 254102  Professional and Ethical Practice writing workshop 1
2014 254102  Professional and Ethical Practice writing workshop 1
2014 254102  Professional and Ethical Practice writing workshop 1
2014 254102  Professional and Ethical Practice writing workshop 1
2014 254102  Professional and Ethical Practice writing workshop 1
2014 254102  Professional and Ethical Practice writing workshop 1
2014 254102  Professional and Ethical Practice writing workshop 1
2014 254102  Professional and Ethical Practice writing workshop 1
2014 254102  Professional and Ethical Practice writing workshop 1
2014 254102  Professional and Ethical Practice writing workshop 1
2014 254102  Professional and Ethical Practice writing workshop 1
2014 254102  Professional and Ethical Practice writing workshop 1
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2014 254102 Professional and Ethical Practice writing workshop 1

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This presentation is designed for students enrolled in the Ethical and Professional Practice paper [254.102] at Massey University, New Zealand. It highlights key issues related to writing the first …

This presentation is designed for students enrolled in the Ethical and Professional Practice paper [254.102] at Massey University, New Zealand. It highlights key issues related to writing the first assignment in the course.

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  • 1. 254.102 WRITING WORKSHOP Assignment Quiz Assignment Structure Evaluation of a paragraph This presentation can be viewed online at: http://tinyurl.com/254102workshop1
  • 2. ASSIGNMENT QUIZ 1. Which of these represent the floor of the Health Profession House in Freegard’s (2006) model? • Taha Wairua (spiritual health) • Evidence-based Research • Ethical and Reflective Practice
  • 3. Figure 1. The Health Profession House. Source: Freegard (2006).
  • 4. Figure 2. Te whare tapa wha. Source: Ministry of Health (2012).
  • 5. ASSIGNMENT QUIZ 2. Which of these is NOT one of the four generic competencies in COMPASS? • Learning • Expertise • Communication
  • 6. Figure 3. COMPASS generic competencies. Source: McAllister, Lincoln, Ferguson, & McAllister (2006).
  • 7. ASSIGNMENT QUIZ 3. What is the name of the video scenario which assignment 1 is based on? • Uniform Issues • All or nothing • Rules and Exceptions
  • 8. Figure 4. Uniform Issues. Source: New Zealand Teachers Council. (2004b).
  • 9. ASSIGNMENT QUIZ 4. Which of these frameworks might be used in part 2 of Assignment 1? • COMPASS • the Ethical Response Cycle • Ethics of Care
  • 10. Figure 5. 254.102 Paper Guide. Source: College of Humanities and Social Sciences, Massey University (2014).
  • 11. Figure 6. The ethical grid. Source: Seedhouse & Lovett (1992, p. 21)
  • 12. Figure 7. The ethical response cycle. Source: Newman & Pollnitz (2002, p. 5)
  • 13. ASSIGNMENT QUIZ 5. Which phase of the Ethical Response Cycle might involve consideration of the NZTC Code of Ethics? • Legal Aspects • Professional Consideration • Ethical Principles
  • 14. Figure 8: The ethical response cycle [detail]. Newman & Pollnitz (2002, p. 6).
  • 15. ASSIGNMENT QUIZ 6. Which of these is NOT one of the four principles of the NZTC Code of Ethics? Autonomy (to treat people with rights that are to be honoured and defended) Justice (to share power and prevent the abuse of power) Sustainability (to use resources responsibly without impinging on their use by future generations) Truth (to be honest with others and self)
  • 16. Figure 9. Ethical Principles. Source: New Zealand Teachers Council (2004a).
  • 17. ASSIGNMENT QUIZ 7. Which of these is stated as a commitment for teachers in the NZTC Code of Ethics? • to one’s personal learning • to implementation of MoE policy • to a child-centred integrated curriculum • to the profession
  • 18. Figure 10. Ethical commitment 4. Source: New Zealand Teachers Council (2004a).
  • 19. ASSIGNMENT QUIZ 8. What proportion of the marks for Assignment 1 are for writing issues? • 10 % • 25 % • 33 % • 40 %
  • 20. PROCESS OF STRUCTURING AN ESSAY How many paragraphs? 1500 words = 8 – 12 paragraphs How many sections? Introduction Identification of issues Management of issues Conclusion
  • 21. POSSIBLE STRUCTURE INTRO (1 para) ISSUE 1 (2 paras) ISSUE 2 (2 paras) MANAGEMENT OF ISSUE 1 (2 paras) MANAGEMENT OF ISSUE 2 (2 paras) CONCLUSION (1 para)
  • 22. INTRODUCTION – potential elements Context: Something in the world, in your life, in your profession that makes this topic seem worth exploring Definition / Explanation of importance of key topic: Preview of the structure of the essay
  • 23. ISSUES SECTION– potential elements Explain what the ethical dilemma is – i.e. what is the problem and why is this an ethical dilemma? Explain why the ethical dilemma is a concern, who it affects and what the implications are. Refer to ethical theories and principles in your explanations.
  • 24. MANAGEMENT SECTION– potential elements Explain how one of the ethical frameworks could be used to address each dilemma Consider the viewpoints / interests of the participants and their codes of ethics If there is space, apply one or more other ethical principle – e.g. from your reading / knowledge of other cultures etc (still needs referencing even if you just happen to know it!)
  • 25. CONCLUSION– potential elements Overall main point of the essay Key lessons learnt Implications for professional practice
  • 26. A suitable ethical principle that applies to this scenario, is non-maleficence (Newman & Pollnitz, 2002). This principle would support the teacher’s decision not to contact the parents, since this may result in physical or emotional harm to the child in this case. However, a failure to involve the parents would deprive the child of the potential benefits of parental support (Anfara & Mertens, 2008). A potential way of resolving the conflict between these two ethical principles could be to develop a creative compromise (Kipnis, 1987). For instance, parents could be involved more positively in coming in to help with their child’s project, so as to develop a relationship of trust in which commitments to the learner, his aiga and to the broader profession and society (NZTC, 2004) can be realised. Since this ethical dilemma revolves around the unsatisfactory consequences of telling the truth, the theory of Utilitarianism can usefully inform decision-making. This involves an evaluation of the likely consequences for all parties (Kagan, 1998). This perspective provides further support for the creative solution of relationship-building, since the likely outcome is far more positive in relation to the interests of the child, which must be paramount in a teacher’s decision-making (NZTC, 2004). Evaluate this paragraph from a similar assignment
  • 27. • Accurate writing and referencing • Flow – each sentence builds on the one before • Research-based – includes 6 relevant citations • Uses ethical principles to address the dilemma • Acknowledges culture of the child and family STRENGTHS WEAKNESSES • May be trying to say too much in one paragraph • Does not explicitly apply an ethical framework • Might have acknowledged the child’s and family’s perspectives and ethical principles more explicitly
  • 28. References College of Humanities and Social Sciences, Massey University. (2013). 254.102 Professional and ethical practice [Paper Guide]. Albany, New Zealand: Author Freegard, H. (Ed.). (2006). Ethical practice for health professionals. Melbourne, Vic: Thomson Learning. McAllister, S., Lincoln, M., Ferguson, A., & McAllister, L. (2006). COMPASS: Competency Assessment in Speech Pathology. Melbourne, Vic: Speech Pathology Association of Australia Ltd. Ministry of Health. (2012). Maori health models: Te whare tapa wha. Retrieved from: http://www.health.govt.nz/our work/populations/maori- health/maori-health-models/maori-health-models-te-whare -tapa-wha Newman, L. & Pollnitz, L. (2002). Professional, ethical and legal issues in early childhood. Frenchs Forest, NSW: Pearson Education Australia. New Zealand Teachers Council. (2004a). Code of ethics for registered teachers. Wellington, New Zealand: Author. New Zealand Teachers Council. (2004b). Uniform issues [Video File]. Retrieved from http://www.youtube.com/watch?v=WgyEZm98ewc Seedhouse, D., & Lovett, L. (1992). Practical medical ethics. Chichester, England: John Wiley & Sons.
  • 29. © 2014 This PowerPoint Presentation and the accompanying handouts are copyrighted by Centre for Teaching and Learning, Massey University and may not be used, except for personal study, without written permission from the copyright owner. Please note that examples are provided for illustration of writing principles only and no reliance should be placed on any of the ideas referred to in the texts. Martin McMorrow, Centre for Teaching and Learning 09 441 8143 slt-alb@massey.ac.nz This presentation can be viewed online at: http://tinyurl.com/254102workshop1

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