6000 Discussion wee 4 Required · Hall, R. E. (2008). Evidence-based practice as social work ‘technology‘. Irish Journal of Applied Social Studies, 8(1), 21–29. Retrieved from the Walden Library databases. · Daley, M. R., & Doughty, M. O. (2006). Unethical social work: Comparing licensing and NASW perspectives. Arete, 30(2), 36–50. Retrieved from the Walden Library databases. · Grady, M. D., & Strom-Gottfried, K. (2011). No easy answers: Ethical challenges working with sex offenders. Clinical Social Work Journal, 39(1), 18–27. Retrieved from the Walden Library databases. · Discussion 1: Title Protection and Licensure When one pictures a doctor sitting at her office desk, it seems natural to imagine multiple diplomas on the wall nearby. The notion of doctors displaying their credentials seems indisputable when one considers the importance of professional credibility in instilling trust in patients. Just as medical practitioners are responsible for achieving and maintaining proper licensure, so are social work professionals. Those who receive the title of “social worker” have met the criteria developed to demonstrate proficiency in meeting the demands associated with the profession. · For this Discussion, research the criteria for assuming the title of social worker in your state or country. Consider benefits offered by title protection and maintenance of licensure standards. Also think Kirst-Ashman, K. K., & Hull, G. H., Jr. (2012). Understanding generalist practice (6th ed.). Stamford, CT: Cengage Learning. · Chapter 3, “Practice Skills for Working with Groups” (pp. 94-126) about the challenges that title protection and licensure standards may pose. · Post by Day 3 a description of strengths and challenges associated with title protection and licensure. Describe two strengths and two Although students of social work have not yet satisfied the criteria to earn the title of “social worker,” they are bound by the same ethical requirements as titled social workers. Social workers regularly face ethical issues of varying magnitude, and social work students may as well. Some issues seem obvious, while others may emerge in subtle ways. For this Discussion, select one of the following scenarios. Consider the dilemma described, and imagine how you might feel if you found yourself in a similar situation. Think about the ethical obligations you would have as a social worker or social work student. Scenario 1 You are a social worker in a public health department providing services to pregnant women. As part of your duties, you provide parenting education, support, and connection to community resources, and you follow up with the families and their newborns for six months after birth. Ms. C has been a client of yours during two pregnancies in the last three years. She has a 15 year-old, a nine year-old, a three year-old, and a newborn. On this day, you are making a routine visit to Ms. C, who lives in an older mobile home in a rural area of the .

1. 6000
Discussion wee 4
Required
· Hall, R. E. (2008). Evidence-based practice as social work
‘technology‘. Irish Journal of Applied Social Studies, 8(1), 21–
29.
Retrieved from the Walden Library databases.
· Daley, M. R., & Doughty, M. O. (2006). Unethical social
work: Comparing licensing and NASW perspectives. Arete,
30(2), 36–50.
Retrieved from the Walden Library databases.
· Grady, M. D., & Strom-Gottfried, K. (2011). No easy answers:
Ethical challenges working with sex offenders. Clinical Social
Work Journal, 39(1), 18–27.
Retrieved from the Walden Library databases.
· Discussion 1: Title Protection and Licensure
When one pictures a doctor sitting at her office desk, it seems
natural to imagine multiple diplomas on the wall nearby. The
notion of doctors displaying their credentials seems indisputable
when one considers the importance of professional credibility in
instilling trust in patients.
Just as medical practitioners are responsible for achieving and
maintaining proper licensure, so are social work professionals.
Those who receive the title of “social worker” have met the
criteria developed to demonstrate proficiency in meeting the
demands associated with the profession.
· For this Discussion, research the criteria for assuming the title
of social worker in your state or country. Consider benefits
offered by title protection and maintenance of licensure
standards. Also think Kirst-Ashman, K. K., & Hull, G. H., Jr.
(2012). Understanding generalist practice (6th ed.). Stamford,
CT: Cengage Learning.

2. · Chapter 3, “Practice Skills for Working with Groups” (pp. 94-
126)
about the challenges that title protection and licensure standards
may pose.
· Post by Day 3 a description of strengths and challenges
associated with title protection and licensure. Describe two
strengths and two Although students of social work have not yet
satisfied the criteria to earn the title of “social worker,” they
are bound by the same ethical requirements as titled social
workers. Social workers regularly face ethical issues of varying
magnitude, and social work students may as well. Some issues
seem obvious, while others may emerge in subtle ways.
For this Discussion, select one of the following scenarios.
Consider the dilemma described, and imagine how you might
feel if you found yourself in a similar situation. Think about the
ethical obligations you would have as a social worker or social
work student.
Scenario 1
You are a social worker in a public health department providing
services to pregnant women. As part of your duties, you provide
parenting education, support, and connection to community
resources, and you follow up with the families and their
newborns for six months after birth. Ms. C has been a client of
yours during two pregnancies in the last three years. She has a
15 year-old, a nine year-old, a three year-old, and a newborn.
On this day, you are making a routine visit to Ms. C, who lives
in an older mobile home in a rural area of the county. You take
with you a newly hired social worker who is in training. When
you arrive at the house, you find that it is clean and the two
older girls are busy doing their homework. The three year-old is
playing, and Ms. C is feeding the baby.
During the visit, the new social worker asks Ms. C whether she
is looking for work. When you discreetly ask her about birth
control, the social worker remarks, motioning to the 15 year-old
daughter, “You better get her on birth control if you do not want
more babies around here.” Ms. C does not respond to the other

3. social worker, instead maintaining her focus on you. You can
tell that she is bothered by the remark about her daughter.
Scenario 2
You are at lunch with some of your social work colleagues at a
mental health center. While you are eating lunch, one of your
colleagues says, “So, none of you can beat my morning. I had a
borderline in my office who was definitely off her meds. She
kept jumping out of the chair and spinning around the room and
she was talking really fast about having a baby and being
pregnant. I did not even try to deal with her. I called the Access
Team and it took them half an hour to get to my office. The
whole time I am watching her spin around, and I cannot help but
laugh. They took her for an evaluation, but that was the craziest
woman.”
Post by Day 4 a description of the steps you would take to
address the situation in an ethical manner. Justify your response
with evidence from the Readings.
6001
· Kirst-Ashman, K. K., & Hull, G. H., Jr. (2012). Understanding
generalist practice (6th ed.). Stamford, CT: Cengage Learning.
· Chapter 3, “Practice Skills for Working with Groups” (pp. 94-
126)
· Kirst-Ashman, K. K., & Hull, G. H., Jr. (2012). Understanding
generalist practice (6th ed.). Stamford, CT: Cengage Learning.
· Chapter 3, “Practice Skills for Working with Groups” (pp. 94-
126)
· Huss, E., Elhozayel, E., & Marcus, E. (2012). Art in group
work as an anchor for integrating the micro and macro levels of
intervention with incest survivors. Clinical Social Work
Journal, 40(4), 401–411.
Retrieved from the Walden Library databases.
· Mallon, B., & Houtstra, T. (2007). Telephone technology in
social work group treatment. Health & Social Work, 32(2), 139–
141.

4. Retrieved from the Walden Library databases.
· Plummer, S.-B., Makris, S., Brocksen S. M. (Eds.). (2014).
Sessions: Case histories. Baltimore, MD: Laureate International
Universities Publishing. [Vital Source e-reader].
· Part 1, "The Johnson Family"
Laureate Education. (Producer). (2013). Johnson Family
Episode 3 [Video file]. In Sessions. Retrieved from
https://class.waldenu.edu
· Discussion 1: Social Work Practice with Groups
You have been running a group for sexual assault survivors for
the last nine weeks. Despite your best efforts to provide a safe
environment, validate the women’s experiences, and create a
sense of hope, the group members often ask, “Will I ever get
over this?” This is an important question, but one that is not
easily answered. As the social worker, you discuss the impact of
trauma and the benefits of using group and individual therapy to
process what occurred in order to reduce its impact on their
daily lives. Yet, your response does not alleviate the group’s
anxiety about the future. As a result, you invite a previous
client who has completed group work and individual therapy to
come and speak to the group. As she talks about her new
feelings of empowerment and growth since participating in
group work, the rest of the group members begin to smile and
nod their heads. After the guest speaker has left, the members
all talk about how amazing it was to hear this woman’s story
and to see someone with the same experience thrive and move
past the assault. They all expressed a sense of hope and relief.
Group work offers many benefits that cannot be achieved
through individual therapy alone. The most obvious benefit is
group member validation. The knowledge that you are not alone
and are not the only person who has experienced that particular
issue can foster a strong sense of hope.
For this Discussion, review this week’s Resources including the
Johnson Video case. Then consider the potential benefits Talia
Johnson might experience through her participation in group

5. work as depicted in the video.
Post by Day 3 an explanation of the potential benefits Talia
might experience through her participation in group work as
depicted in the video.
· Support your posts and responses with specific references to
the Resources. Be sure to provide full APA citations for your
Discussion 2: Mezzo Skills: Group Roles
During recent meetings with your sexual assault survivor group,
you have noticed some potentially counter-productive behaviors
from some of the members. One member always wants to sit
next to you. When you speak, she nods her head and, at times,
she repeats your very words. Two members always sit together
and have side conversations. You have not said anything yet to
them, but you feel it is distracting to the others. When you ask
them to participate, they both provide little input and often just
shrug their shoulders. One member talks at length during every
session, forcing you to interrupt her by asking others to
contribute to the discussion. You need to set boundaries with
this person or she will continue to dominate the entire session.
Behaviors in group settings often are manifestations of the roles
members play based on their personality. While groups have
many benefits for clients, including validation, support,
comfort, and education, they also can highlight some
personalities and behaviors that might be challenging for you to
manage as the group leader. How might you respond to these
behaviors and roles? How might you redirect these behaviors
and reposition the member roles for the benefit of the group?
For this Discussion, review this week’s Resources. Search the
Walden Library for an article dealing with group roles in social
work practice. Then, consider the group member role that might
be most challenging to you as a group leader and why. Finally,
think about skills you might use for overcoming the challenges
that member role presents.
Post by Day 4 brief description of the group member role that
might be most challenging to you as a group leader and explain
why. Then, explain a skill you might use for overcoming that

6. challenge.
Support your posts and responses with specific references to the
Resources. Be sure to provide full APA citations for your
references.
references.
· Discussion 2: Mezzo Skills: Group Roles
During recent meetings with your sexual assault survivor group,
you have noticed some potentially counter-productive behaviors
from some of the members. One member always wants to sit
next to you. When you speak, she nods her head and, at times,
she repeats your very words. Two members always sit together
and have side conversations. You have not said anything yet to
them, but you feel it is distracting to the others. When you ask
them to participate, they both provide little input and often just
shrug their shoulders. One member talks at length during every
session, forcing you to interrupt her by asking others to
contribute to the discussion. You need to set boundaries with
this person or she will continue to dominate the entire session.
Behaviors in group settings often are manifestations of the roles
members play based on their personality. While groups have
many benefits for clients, including validation, support,
comfort, and education, they also can highlight some
personalities and behaviors that might be challenging for you to
manage as the group leader. How might you respond to these
behaviors and roles? How might you redirect these behaviors
and reposition the member roles for the benefit of the group?
For this Discussion, review this week’s Resources. Search the
Walden Library for an article dealing with group roles in social
work practice. Then, consider the group member role that might
be most challenging to you as a group leader and why. Finally,
think about skills you might use for overcoming the challenges
that member role presents.
Post by Day 4 brief description of the group member role that
might be most challenging to you as a group leader and explain
why. Then, explain a skill you might use for overcoming that

7. challenge.
Support your posts and responses with specific references to the
Resources. Be sure to provide full APA citations for your
references.
· Discussion 2: Mezzo Skills: Group Roles
During recent meetings with your sexual assault survivor group,
you have noticed some potentially counter-productive behaviors
from some of the members. One member always wants to sit
next to you. When you speak, she nods her head and, at times,
she repeats your very words. Two members always sit together
and have side conversations. You have not said anything yet to
them, but you feel it is distracting to the others. When you ask
them to participate, they both provide little input and often just
shrug their shoulders. One member talks at length during every
session, forcing you to interrupt her by asking others to
contribute to the discussion. You need to set boundaries with
this person or she will continue to dominate the entire session.
Behaviors in group settings often are manifestations of the roles
members play based on their personality. While groups have
many benefits for clients, including validation, support,
comfort, and education, they also can highlight some
personalities and behaviors that might be challenging for you to
manage as the group leader. How might you respond to these
behaviors and roles? How might you redirect these behaviors
and reposition the member roles for the benefit of the group?
For this Discussion, review this week’s Resources. Search the
Walden Library for an article dealing with group roles in social
work practice. Then, consider the group member role that might
be most challenging to you as a group leader and why. Finally,
think about skills you might use for overcoming the challenges
that member role presents.
Post by Day 4 brief description of the group member role that
might be most challenging to you as a group leader and explain
why. Then, explain a skill you might use for overcoming that
challenge.
Support your posts and responses with specific references to the

8. Resources. Be sure to provide full APA citations for your
references.
MSOL5102: Ethics and Decision Making/Week One
The assignment requires you to sign in through my Northcentral
University student portal to see journal articles and videos go to
my.ncu.edu and click on MSOL5102 listed Under My Visual
List
[email protected]
Log in: T.King3059
Password: Police11
Instructions
Ethics when viewed in the context of an organization as a
priority will be engrained in the culture of the institution. The
organizational culture will be reflected in the organization's
vision and mission, and then aligned with its strategies and
goals.
Write a two-part paper in which you address the following:
· Part 1: After reading the journal articles in this week's
resources, list at least 6 positive organizational culture
characteristics that you feel are necessary to ensure ethical
behavior. What can an organization do to promote ethics within
its culture?
· Part 2: Review the videos in this week's resources. Examine
how a moral compass can be effectively applied in an
organization to promote ethical behavior. Provide an example
that is pertinent to a company or organization where you are a
stakeholder.
Support your paper with minimum of three (3) scholarly
resources that you have researched in addition to using at least

9. three (3) of the required resources listed for the activity – for a
total of six (6) references.
Length: 5-7 pages not including title and reference pages