SearchMember LoginHomeAll About NOHSWhat is Human Services?Board of DirectorsBylawsEthical Standards for HS ProfessionalsTUA Honor SocietyNOHS EventsNational Conference - 2019 CaliforniaSponsorship & Exhibit OpportunitiesMACHS - Regional ConferenceSOHS - Regional ConferenceCall for Webinar ProposalsMWOHS 2019 Midsummer Mash Webinar SeriesMembershipsJoin Now!PublicationsJournal of Human ServicesHuman Services Today MagazineConference ProceedingsAwards & ScholarshipsSearchMember LoginHomeAll About NOHSWhat is Human Services?Board of DirectorsBylawsEthical Standards for HS ProfessionalsTUA Honor SocietyNOHS EventsNational Conference - 2019 CaliforniaSponsorship & Exhibit OpportunitiesMACHS - Regional ConferenceSOHS - Regional ConferenceCall for Webinar ProposalsMWOHS 2019 Midsummer Mash Webinar SeriesMembershipsJoin Now!PublicationsJournal of Human ServicesHuman Services Today MagazineConference ProceedingsAwards & ScholarshipsEthical Standards for Human Services ProfessionalsNational Organization of Human Services adopted 2015
Ethical Standards SubjectsPreambleResponsibilty to the Public & SocietyResponsibility to ClientsResponsibility to EmployersResponsibility to ColleaguesResponsibility to SelfResponsibility to the ProfessionResponsibility to Students
Preamble
Human services is a profession developed in response to the direction of human needs and human problems in the 1960's. Characterized by an appreciation of human beings in all of their diversity, human services offers assistance to its clients within the context of their communities and environments. Human service professionals and those who educate them promote and encourage the unique values and characteristics of human services. In so doing, human service professionals uphold the integrity and ethics of the profession, promote client and community well-being, and enhance their own professional growth.
The fundamental values of the human services profession include respecting the dignity and welfare of all people; promoting self-determination; honoring cultural diversity; advocating for social justice; and acting with integrity, honesty, genuineness and objectivity.
Human service professionals consider these standards in ethical and professional decision making. Conflicts may exist between this code and laws, workplace policies, cultural practices, credentialing boards, and personal beliefs. Ethical-decision making processes should be employed to assure careful choices. Although ethical codes are not legal documents, they may be used to address issues related to the behavior of human service professionals.
Persons who use this code include members of the National Organization for Human Services, students in relevant academic degree programs, faculty in those same programs, researchers, administrators, and professionals in community agencies who identify with the profession of human services. The ethical standards are organized in sections around those persons to whom ethical practic.
National Organization for Human ServicesCouncil for Standards .docxrosemarybdodson23141
National Organization for Human Services
Council for Standards in Human Service Education Adopted 1996
Content: Preamble | Section I - For Professionals | Responsibilities To Clients | To Community and Society | To Colleagues | To the Profession | To Employers | To Self | Section II - For Educators
Preamble
Human services is a profession developing in response to and in anticipation of the direction of human needs and human problems in the late twentieth century. Characterized particularly by an appreciation of human beings in all of their diversity, human services offers assistance to its clients within the context of their community and environment. Human service professionals and those who educate them, regardless of whether they are students, faculty or practitioners, promote and encourage the unique values and characteristics of human services. In so doing human service professionals and educators uphold the integrity and ethics of the profession, partake in constructive criticism of the profession, promote client and community well-being, and enhance their own professional growth.
The ethical guidelines presented are a set of standards of conduct which the human service professionals and educators consider in ethical and professional decision making. It is hoped that these guidelines will be of assistance when human service professionals and educators are challenged by difficult ethical dilemmas. Although ethical codes are not legal documents, they may be used to assist in the adjudication of issues related to ethical human service behavior.
Section I - Standards for Human Service Professionals
Human service professionals function in many ways and carry out many roles. They enter into professional-client relationships with individuals, families, groups and communities who are all referred to as "clients" in these standards. Among their roles are caregiver, case manager, broker, teacher/educator, behavior changer, consultant, outreach professional, mobilizer, advocate, community planner, community change organizer, evaluator and administrator.[1.] The following standards are written with these multifaceted roles in mind.
The Human Service Professional's Responsibility to Clients
STATEMENT 1 Human service professionals negotiate with clients the purpose, goals, and nature of the helping relationship prior to its onset as well as inform clients of the limitations of the proposed relationship.
STATEMENT 2 Human service professionals respect the integrity and welfare of the client at all times. Each client is treated with respect, acceptance and dignity.
STATEMENT 3 Human service professionals protect the client's right to privacy and confidentiality except when such confidentiality would cause harm to the client or others, when agency guidelines state otherwise, or under other stated conditions (e.g., local, state, or federal laws). Professionals inform clients of the limits of confidentiality prior to the onset of the helping relationship.
Moral & LegalDiscuss the role that human service professionals h.docxbunnyfinney
Moral & Legal
Discuss the role that human service professionals have in protecting client rights. Is the moral or legal obligation more important?
Ethical Standards
Read through the Ethical Standards of Human Service Professionals located in Box 9.6 on p. 276 (Ch. 9) of your text. Choose a minimum of three areas you think are vital for professionals to adhere to. Why do you think these areas are important?
E
THICAL
S
TANDARDS OF
H
UMAN
S
ERVICE
P
ROFESSIONALS
National Organization for Human Service Education
Council for Standards in Human Service Education
Preamble
Human services is a profession developing in
response to and in anticipation of the direction of
human needs and human problems in the late twentieth
century. Characterized particularly by an appreciation
of human beings in all of their diversity,
human services offer assistance to its clients within
the context of their community and environment.
Human service professionals and those who educate
them, regardless of whether they are students, faculty
or practitioners, promote and encourage the unique
values and characteristics of human services. In so
doing, human service professionals and educators
uphold the integrity and ethics of the profession, partake
in constructive criticism of the profession, promote
client and community well-being, and enhance
their own professional growth.
The ethical guidelines presented are a set of standards
of conduct which the human service professionals
and educators consider in ethical and
professional decision making. It is hoped that these
guidelines will be of assistance when human service
professionals and educators are challenged by difficult
ethical dilemmas.
Although ethical codes are not legal documents,
they may be used to assist in the adjudication of
issues related to ethical human service behavior.
Section I—Standards of Human Service Professionals
Human service professionals function in many
ways and carry out many roles. They enter into
professional-client relationships with individuals,
families, groups and communities who are all referred
to as “clients” in these standards. Among their roles
are caregiver, case manager, broker, teacher/educator,
behavior changer, consultant, outreach professional,
mobilizer, advocate, community planner, community
change organizer, evaluator and administrator
(SREB, 1967). The following standards are written
with these multifaceted roles in mind.
The Human Service Professional’s Responsibility
to Clients
STATEMENT 1
Human service professionals
negotiate with clients the purpose, goals, and nature
of the helping relationship prior to its onset as well as
inform clients of the limitations of the proposed
relationship.
STATEMENT 2
Human service professionals
respect the integrity and welfare of the client at all
times. Each client is treated with respect, acceptance,
and dignity.
STATEMENT 3
Human service professionals
.
Complications of asthma can be sudden. Consider the case of Bradle.docxzollyjenkins
Complications of asthma can be sudden. Consider the case of Bradley Wilson, a young boy who had several medical conditions. He appeared in good health when he went to school, returned home, and ate dinner. However, when he later went outside to play, he came back inside wheezing. An ambulance took him to the hospital where he was pronounced dead (Briscoe, 2012). In another case, 10-year-old Dynasty Reese, who had mild asthma, woke up in the middle of the night and ran to her grandfather’s bedroom to tell him she couldn’t breathe. By the time paramedics arrived, she had passed out and was pronounced dead at the hospital (Glissman, 2012). These situations continue to outline the importance of recognizing symptoms of asthma and providing immediate treatment, as well as distinguishing minor symptoms from serious, life-threatening symptoms. Since these symptoms and attacks are often induced by a trigger, as an advanced practice nurse, you must be able to help patients identify their triggers and recommend appropriate treatment options. For this reason, you need to understand the pathophysiological mechanisms of chronic asthma and acute asthma exacerbation.
To Prepare
· Review “Asthma” in Chapter 27 of the Huether and McCance text. Identify the pathophysiological mechanisms of chronic asthma and acute asthma exacerbation. Consider how these disorders are similar and different.
· Select a patient factor different from the one you selected in this week’s Discussion: genetics, gender, ethnicity, age, or behavior. Think about how the factor you selected might impact the pathophysiology of both disorders. Reflect on how you would diagnose and prescribe treatment of these disorders for a patient based on the factor you selected.
To Complete
Write a 2- to 3-page paper that addresses the following:
· Describe the pathophysiological mechanisms of chronic asthma and acute asthma exacerbation. Be sure to explain the changes in the arterial blood gas patterns during an exacerbation.
· Explain how the factor you selected might impact the pathophysiology of both disorders. Describe how you would diagnose and prescribe treatment for a patient based on the factor you selected.
· Construct two mind maps—one for chronic asthma and one for acute asthma exacerbation. Include the epidemiology, pathophysiology, and clinical presentation, as well as the diagnosis and treatment you explained in your paper.
Huether, S. E., & McCance, K. L. (2017). Understanding pathophysiology (6th ed.). St. Louis, MO: Mosby.
children. These alterations include disorders of the upper and lower airways.
Hammer, G. D., & McPhee, S. J. (2019). Pathophysiology of disease: An introduction to clinical medicine (8th ed.). New York, NY: McGraw-Hill Education.
Ethical Standards for HS Professionals
Ethical Standards for Human Services Professionals
National Organization of Human Services adopted 2015
Ethical Standards Subjects
Preamble Responsibilty to the Public & S.
National Organization for Human ServicesCouncil for Standards .docxrosemarybdodson23141
National Organization for Human Services
Council for Standards in Human Service Education Adopted 1996
Content: Preamble | Section I - For Professionals | Responsibilities To Clients | To Community and Society | To Colleagues | To the Profession | To Employers | To Self | Section II - For Educators
Preamble
Human services is a profession developing in response to and in anticipation of the direction of human needs and human problems in the late twentieth century. Characterized particularly by an appreciation of human beings in all of their diversity, human services offers assistance to its clients within the context of their community and environment. Human service professionals and those who educate them, regardless of whether they are students, faculty or practitioners, promote and encourage the unique values and characteristics of human services. In so doing human service professionals and educators uphold the integrity and ethics of the profession, partake in constructive criticism of the profession, promote client and community well-being, and enhance their own professional growth.
The ethical guidelines presented are a set of standards of conduct which the human service professionals and educators consider in ethical and professional decision making. It is hoped that these guidelines will be of assistance when human service professionals and educators are challenged by difficult ethical dilemmas. Although ethical codes are not legal documents, they may be used to assist in the adjudication of issues related to ethical human service behavior.
Section I - Standards for Human Service Professionals
Human service professionals function in many ways and carry out many roles. They enter into professional-client relationships with individuals, families, groups and communities who are all referred to as "clients" in these standards. Among their roles are caregiver, case manager, broker, teacher/educator, behavior changer, consultant, outreach professional, mobilizer, advocate, community planner, community change organizer, evaluator and administrator.[1.] The following standards are written with these multifaceted roles in mind.
The Human Service Professional's Responsibility to Clients
STATEMENT 1 Human service professionals negotiate with clients the purpose, goals, and nature of the helping relationship prior to its onset as well as inform clients of the limitations of the proposed relationship.
STATEMENT 2 Human service professionals respect the integrity and welfare of the client at all times. Each client is treated with respect, acceptance and dignity.
STATEMENT 3 Human service professionals protect the client's right to privacy and confidentiality except when such confidentiality would cause harm to the client or others, when agency guidelines state otherwise, or under other stated conditions (e.g., local, state, or federal laws). Professionals inform clients of the limits of confidentiality prior to the onset of the helping relationship.
Moral & LegalDiscuss the role that human service professionals h.docxbunnyfinney
Moral & Legal
Discuss the role that human service professionals have in protecting client rights. Is the moral or legal obligation more important?
Ethical Standards
Read through the Ethical Standards of Human Service Professionals located in Box 9.6 on p. 276 (Ch. 9) of your text. Choose a minimum of three areas you think are vital for professionals to adhere to. Why do you think these areas are important?
E
THICAL
S
TANDARDS OF
H
UMAN
S
ERVICE
P
ROFESSIONALS
National Organization for Human Service Education
Council for Standards in Human Service Education
Preamble
Human services is a profession developing in
response to and in anticipation of the direction of
human needs and human problems in the late twentieth
century. Characterized particularly by an appreciation
of human beings in all of their diversity,
human services offer assistance to its clients within
the context of their community and environment.
Human service professionals and those who educate
them, regardless of whether they are students, faculty
or practitioners, promote and encourage the unique
values and characteristics of human services. In so
doing, human service professionals and educators
uphold the integrity and ethics of the profession, partake
in constructive criticism of the profession, promote
client and community well-being, and enhance
their own professional growth.
The ethical guidelines presented are a set of standards
of conduct which the human service professionals
and educators consider in ethical and
professional decision making. It is hoped that these
guidelines will be of assistance when human service
professionals and educators are challenged by difficult
ethical dilemmas.
Although ethical codes are not legal documents,
they may be used to assist in the adjudication of
issues related to ethical human service behavior.
Section I—Standards of Human Service Professionals
Human service professionals function in many
ways and carry out many roles. They enter into
professional-client relationships with individuals,
families, groups and communities who are all referred
to as “clients” in these standards. Among their roles
are caregiver, case manager, broker, teacher/educator,
behavior changer, consultant, outreach professional,
mobilizer, advocate, community planner, community
change organizer, evaluator and administrator
(SREB, 1967). The following standards are written
with these multifaceted roles in mind.
The Human Service Professional’s Responsibility
to Clients
STATEMENT 1
Human service professionals
negotiate with clients the purpose, goals, and nature
of the helping relationship prior to its onset as well as
inform clients of the limitations of the proposed
relationship.
STATEMENT 2
Human service professionals
respect the integrity and welfare of the client at all
times. Each client is treated with respect, acceptance,
and dignity.
STATEMENT 3
Human service professionals
.
Complications of asthma can be sudden. Consider the case of Bradle.docxzollyjenkins
Complications of asthma can be sudden. Consider the case of Bradley Wilson, a young boy who had several medical conditions. He appeared in good health when he went to school, returned home, and ate dinner. However, when he later went outside to play, he came back inside wheezing. An ambulance took him to the hospital where he was pronounced dead (Briscoe, 2012). In another case, 10-year-old Dynasty Reese, who had mild asthma, woke up in the middle of the night and ran to her grandfather’s bedroom to tell him she couldn’t breathe. By the time paramedics arrived, she had passed out and was pronounced dead at the hospital (Glissman, 2012). These situations continue to outline the importance of recognizing symptoms of asthma and providing immediate treatment, as well as distinguishing minor symptoms from serious, life-threatening symptoms. Since these symptoms and attacks are often induced by a trigger, as an advanced practice nurse, you must be able to help patients identify their triggers and recommend appropriate treatment options. For this reason, you need to understand the pathophysiological mechanisms of chronic asthma and acute asthma exacerbation.
To Prepare
· Review “Asthma” in Chapter 27 of the Huether and McCance text. Identify the pathophysiological mechanisms of chronic asthma and acute asthma exacerbation. Consider how these disorders are similar and different.
· Select a patient factor different from the one you selected in this week’s Discussion: genetics, gender, ethnicity, age, or behavior. Think about how the factor you selected might impact the pathophysiology of both disorders. Reflect on how you would diagnose and prescribe treatment of these disorders for a patient based on the factor you selected.
To Complete
Write a 2- to 3-page paper that addresses the following:
· Describe the pathophysiological mechanisms of chronic asthma and acute asthma exacerbation. Be sure to explain the changes in the arterial blood gas patterns during an exacerbation.
· Explain how the factor you selected might impact the pathophysiology of both disorders. Describe how you would diagnose and prescribe treatment for a patient based on the factor you selected.
· Construct two mind maps—one for chronic asthma and one for acute asthma exacerbation. Include the epidemiology, pathophysiology, and clinical presentation, as well as the diagnosis and treatment you explained in your paper.
Huether, S. E., & McCance, K. L. (2017). Understanding pathophysiology (6th ed.). St. Louis, MO: Mosby.
children. These alterations include disorders of the upper and lower airways.
Hammer, G. D., & McPhee, S. J. (2019). Pathophysiology of disease: An introduction to clinical medicine (8th ed.). New York, NY: McGraw-Hill Education.
Ethical Standards for HS Professionals
Ethical Standards for Human Services Professionals
National Organization of Human Services adopted 2015
Ethical Standards Subjects
Preamble Responsibilty to the Public & S.
Interview Presentation: Questions
To prepare:
· Identify an interview subject with a different cultural background than you.
· Ask your interview subject the questions below. Be sure to record the interview and/or take good notes.
During the interview, ask the individual the following interview questions:
· Have you ever lived or visited outside of the United States? If so, where? Describe the experience.
· What do you identify as your culture?
· What are the most important values and beliefs of your family and community?
· What are the important events, traditions, celebrations, and practices in your family or community?
· How does your family or community define gender roles?
· How do you identify your:
· Race
· Ethnicity
· National origin
· Color
· Sex
· Sexual orientation
· Gender identity or expression
· Age
· Marital status
· Political belief
· Religion
· Immigration status
· Disability status
· How well do you fit within your family or community based on these other identities you hold?
· How do you think others outside your community view your culture?
· Have you experienced prejudice or discrimination? Please describe.
Social Media and Ethical Considerations
Walden’s MSW Social Media Policy
A student’s presence on and use of social media reflects on the MSW program and the social
work profession; therefore, behavior on social media will be held to the same professional
standards and student code of conduct expectations. Social Work professionals, including
students, are expected to adhere to the NASW Code of Ethics related to virtual communications.
Students should use social work values and principles, as well as specific agency policy, to guide
their social media interactions.
Students need to consider the ethical consequences of their own social media use, as well as use
of social media in practice. Be aware of and follow agency policies regarding the use of social
media. Before using social media communication tools on behalf of a field agency, students
must seek agency approval of any messages or posts.
Walden MSW students are expected to adhere to the ethical standards outlined in the NASW
Code of Ethics. Common ethical issues that social workers need to understand and manage when
utilizing social media include, but are not limited to, privacy and confidentiality (Section 1.07),
conflicts of interest and dual relationships (Section 1.06), and informed consent (Section 1.03).
There is significant risk of unintentionally sharing protected information when using social
media. Be cautious when posting information about an agency. Never post confidential or
private information about clients or colleagues, even using pseudonyms.
Students need to remain aware of professional boundaries even when participating in social
media in their personal time. Managing “friend” requests and maintaining privacy settings is
critical regardless of whether a student uses social me.
There are many different probation and officers typologies discussed.docxcroftsshanon
There are many different probation and officers typologies discussed below. 1)Based on the text and course notes below, what qualifications and/or education should be required for the job?
2)If you were a probation or parole officer, do you think you would fit any of these typologies? Explain your response.
Course notes:
Both adult and juvenile corrections have escalated during the last few decades. POs have assumed increased responsibilities and supervisory tasks in dealing with an increasingly diverse and dangerous clientele. In 2001 there were over 630,000
correctional personnel
working in corrections, with about 60 percent of these working in probation and parole services. The functions of probation and parole services are to supervise offenders, insure offender compliance with program goals and provisions, conduct routine alcohol/drug checks, provide networking services for employment assistance, direct offender-clients to proper treatment, counseling, and other forms of assistance, protect the community by detecting a client's program infractions and reporting them to judges or parole boards, assisting offenders in becoming integrated into their communities, and engaging in any useful rehabilitative enterprise that will improve offender-client skills.
The organization and administration of probation and parole services is most often within the scope of
departments of corrections
in most states. Services vary among the states, although there are common elements to all probation and parole services and programs. The complexity of
organizational structure
is highly dependent upon the nature of clientele supervised and their special needs. The
rehabilitative aim
of corrections has not been particularly successful. For this and other reasons, probation and parole departments have drawn extensive criticism from an increasingly discontent public. Criticisms have focused upon the
lack of PO skills and training
and the
ineffectiveness of job performance
.
Professionalization
through organizations such as the
American Correctional Association
, the
American Jail Association
, and the
American Probation and Parole Association
have attempted to raise
standards
relating to the
selection
,
recruitment
, and
training
of POs throughout the nation.
In 2005, POs averaged $23,000 in
entry-level positions
, while top PO positions reached $93,400. Few jurisdictions required bachelor'sdegreesfor PO work, however, a majority of POs had some college education or had completed college. Increased
education
is the primary means for improving one's professionalization. Observers suggest that there is a high correlation between higher education achieved and work effectiveness among POs. Because of an increasingly ethnically and racially diverse clientele, POs have received additional training in
cultural diversity
. Some POs are recruited for dealing with
special-offender populations
where English is a second language.
Assess ...
Ethics in business is a critical business driver, but ethics in PR is critical learn why and how to apply ethical conduct in the profession of public relations.
1st classmateHuman service professionals help clients to be able.docxsandibabcock
1st classmate
Human service professionals help clients to be able to meet their needs, overcome their challenges, and improve their lives. Human service professionals are obligated to uphold certain ethical and legal standards that protect client rights. They must protect the integrity and welfare of clients at all times and act as advocates for them.
Humn service professionals have both moral and legal standards which they are obligated to uphold. In many circumstances, moral and legal standards compliment each other; however, in others, they may conflict with each other. It is most important for human service professionals to uphold moral obligations in protecting client rights because above anything else, human service workers are advocates for those they serve. According to the National Organization for Human Services (2015), they have a responsibility to ensure that clients are treated "with respect, acceptance, and dignity." (STATEMENT 2).
2nd Classmate
I think when it comes to legal rights with client's, this is what can cause them not to be completely open with the human service professional. Many times as clients go to services for help they already have trust issues, but if they threat to harm themselves or others we as human service professionals have to report it. Although we have to uphold our obligations to the client, in a case that a client make a threat and it may even seem harmless. How do you gain that trust back after you report th
e threat? How serious does the threat have to be to report it to authorities?
Nothing to long
.
Readings and ResourcesReadings and ResourcesArticles, Websites.docxcargillfilberto
Readings and Resources
Readings and Resources
Articles, Websites, and Videos:
This chapter focuses on special writing within agencies such as transfer/discharge, letters for lobbying advocacy, and client reports to other agencies.
·
Agency-based writing - Letters. (2018). In Weisman, D., & Zornado, J. L.,
Professional writing for social work practice, Second Edition (Vol. Second edition). New York, NY: Springer Publishing Company.
Service Coordination
Chapter 10Chapter Introduction
· Chapter Ten addresses Social Work Case Management Standard 6, Service Planning, Implementation, and Monitoring, and Standard 8, Interdisciplinary Collaboration.
· Chapter Ten addresses Human Service–Certified Board Practitioner Competency 4, Case Management, which is focused on service coordination.
My company does something a little bit different than case management. It’s case management and then it’s more. We are actually called resource coordinators. My agency is the premier provider for therapeutic foster care in the region … The reason our agency was started was because a man who was working for human services figured out that a lot of these kids who have pretty serious needs aren’t getting their needs met by the department and need specialized, intensive treatment and support.
—Jessica Brothers-Brock, 2012, text from unpublished interview. Used with permission
.
This chapter explores service coordination as a critical component of modern case management. We examine the coordination and monitoring of services as well as the skills that will help you perform these roles. After reading the chapter, you should be able to accomplish the following objectives.
Coordinating Services
· Describe a systematic selection process for resources.
· Discuss why networking is important.
· Identity strategies for creating a network of professional colleagues.
· Make an appropriate referral.
· Identify the activities involved in monitoring.
· List ways to achieve more effective communication with other professionals.
· Use technology and social media in coordinating servicesTeamwork
· Describe the purpose of a treatment team.
· Define departmental teams, interdisciplinary teams, and teams with family and friends.
· List the benefits of working in and with teams.
· Describe ways to address the challenges that teamwork brings.Ending Service Provision: Disengagement
· Describe the place of ending services in the case management process.
· List the steps used to end client services.
· Identity why clients may need to be transferred from one professional to another.
· Describe the transfer process.
· Discuss the purpose of a discharge plan.10-1
Introduction
One of the most important roles in case management is service coordination. Rarely can a human services agency or a single professional provide all the services a client needs. Because in-house services are limited by the agency’s mission, resources, and eligibil.
Ensuring that the integrity of government decision-making is not compromised by public officials’ private interests is a growing public concern. New forms of partnership between government and the private and non-profit sectors present new challenges for policy-makers and public managers.
Assignment1 is a total of 6 pages all together!!Part 1Decision.docxrock73
Assignment1 is a total of 6 pages all together!!
Part 1
Decisions regarding the approach for solving ethical dilemmas are influenced by many factors, including personal beliefs, social norms, and regulatory guidelines. However, human services professionals do not contemplate a particular model that guides their decisions or do not necessarily have insight into the factors that guide their decisions, when faced with ethical challenges.
In this assignment, you will analyze four different models of ethical decision making to understand how these models influence professionals, clients, society, and the overall field of human services. You will also see how these models might fit into your personal approach while making decisions regarding human services clients.
Tasks:
Using the Internet, the Argosy University online library resources, and professional literature, research and prepare a 3-page paper to compare the four models. Professional literature may include the Argosy University online library resources, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu, .org, or .gov).
The paper should include the following:
· The factors (personal and societal) according to each model that drive ethical decisions
· The people who are affected by the decision
· The application to present-day human services
· The model you favor and the reasons for selecting this model
In addition, complete a detailed analysis for the deontological and utilitarian ethical orientations. Address the main philosophical differences between the two, considering the factors that influence ethical decisions. Which approach would be most beneficial to your clients? Discuss the rationale for the approach you select.
Part 2
A human services administrator is responsible for overseeing professionals belonging to diverse disciplines who work together in one agency. While the established ethics code for human services workers addresses many of the same standards that are familiar to most helping professionals, each discipline has a few ethics standards that are specific to its respective functions. For example, both psychologists and social workers protect the confidentiality of clients, are expected to be aware of their scope of practice, and have to obtain informed consent from clients before they can provide services; however, there are certain differences in other areas in their respective ethics codes. As an administrator, it is important to be familiar with such similarities as well as differences to ensure that each type of professional is managed within the specific parameters of his or her respective ethics code.
In this assignment, you will compare and contrast standards from the ethics codes of two human services disciplines and compare these with standards from the ethical codes for human services professionals in general.
Tasks:
Select two disciplines (for example, psychology, social work, ...
Problem 7. Dollars for WaitingJeffrey Swift has been a messenger.docxjeffsrosalyn
Problem 7. Dollars for Waiting?
Jeffrey Swift has been a messenger used by a couple of the local businesses where the Discrimina, Inc. machine shop is located. Sometimes he has done some extra errands inside the Discrimina building for a couple of hours. For the last several weeks, he has helped package items for shipment on Thursdays. Things have gone well, but Jeffrey is concerned because sometimes he has waited over two hours in the waiting room while waiting for the packaging to begin. He wouldn't mind but Discrimina pays only for packaging time, not for waiting time. He can never be certain when the parts will be ready for packaging because final quality checking time varies wildly.
Jeffrey has his own delivery business, but Discrimina has only paid him cash. Each time, Jeffrey has given the company a receipt for the cash. While he waits, he sometimes goes out for donuts for the crew. At other times, he plays games on his PDA or makes cell calls to friends.
Question
If Jeffrey Swift sues for the waiting time hours, what is the likely result and why? Write your answer in a Word document in 1-2 pages.
.
Problem 8-2B(a) Journalize the transactions, including explanation.docxjeffsrosalyn
Problem 8-2B
(a) Journalize the transactions, including explanations.
(Note, enter all accounts in one box.
The dates have been included to help with formatting).
Date
Account Titles and Explanation
Debit
Credit
1
2
3
4
5
(b) Enter the January 1, 2014 balances in Accounts Receivable and Allowance for Doubtful Accounts. Post the transactions to the ledger T Accounts
Be sure to post the amounts to the correct side of the T-Account!
Accounts Receivable
Bal.
(2)
(1)
(3)
(5)
(4)
(5)
Bal.
Allowance for Doubtful Accounts
(4)
Bal.
(5)
Bal.
(c)
Prepare the journal entry to record bad debt expense for 2014, assuming that aging the accounts receivable indicates that expected bad debts are $140,000.
Balance needed
...............................................................................
$
Balance before adjustment [see (b)]
................................................
Adjustment required
.......................................................................
$
The journal entry would therefore be as follows:
(d) Accounts Receivable Turnover Ratios:
Enter your answer here
Average Collection Period:
Enter your answer here
Problem 8-6B
(a) Journalize the transactions, including explanations.
(Note, enter all accounts in one box.
The dates have been included to help with formatting).
Date
Account Titles and Explanation
Debit
Credit
5
20
Feb
18
Apr
20
30
May
25
Aug
18
Sept.
1
Problem 9-2B
(a) Journalize the transactions, including explanations.
(Note, enter all accounts in one box.
The dates have been included to help with formatting).
If there are two entries for the same day, then you do not need to enter the date again.
Date
Account Titles and Explanation
Debit
Credit
April
1
May
1
May
1
June
1
Sept
1
PART B
Dec
31
31
(c)
Partial Balance Sheet
TONG CORPORATION
Partial Balance Sheet
December 31, 2014
Assets
Plant assets
Account title
Amount
Account title
Amount
Account title
Amount
Account title (or contra account)
Amount
Total plant assets
Amount
Problem 9-7B
(a)
BUS 1
Year
Computation
Accumulated Depreciation
Amount
Amount
Amount
BUS 2
Year
Computation
Accumulated Depreciation
Amount
Amount
Amount
BUS 3
Year
Computation
Accumulated Depreciation
Amount
Amount
Amount
(b)
BUS 2
Year
Depreciation Expense
Amount
Amount
.
More Related Content
Similar to SearchMember LoginHomeAll About NOHSWhat is Human ServicesBoard of .docx
Interview Presentation: Questions
To prepare:
· Identify an interview subject with a different cultural background than you.
· Ask your interview subject the questions below. Be sure to record the interview and/or take good notes.
During the interview, ask the individual the following interview questions:
· Have you ever lived or visited outside of the United States? If so, where? Describe the experience.
· What do you identify as your culture?
· What are the most important values and beliefs of your family and community?
· What are the important events, traditions, celebrations, and practices in your family or community?
· How does your family or community define gender roles?
· How do you identify your:
· Race
· Ethnicity
· National origin
· Color
· Sex
· Sexual orientation
· Gender identity or expression
· Age
· Marital status
· Political belief
· Religion
· Immigration status
· Disability status
· How well do you fit within your family or community based on these other identities you hold?
· How do you think others outside your community view your culture?
· Have you experienced prejudice or discrimination? Please describe.
Social Media and Ethical Considerations
Walden’s MSW Social Media Policy
A student’s presence on and use of social media reflects on the MSW program and the social
work profession; therefore, behavior on social media will be held to the same professional
standards and student code of conduct expectations. Social Work professionals, including
students, are expected to adhere to the NASW Code of Ethics related to virtual communications.
Students should use social work values and principles, as well as specific agency policy, to guide
their social media interactions.
Students need to consider the ethical consequences of their own social media use, as well as use
of social media in practice. Be aware of and follow agency policies regarding the use of social
media. Before using social media communication tools on behalf of a field agency, students
must seek agency approval of any messages or posts.
Walden MSW students are expected to adhere to the ethical standards outlined in the NASW
Code of Ethics. Common ethical issues that social workers need to understand and manage when
utilizing social media include, but are not limited to, privacy and confidentiality (Section 1.07),
conflicts of interest and dual relationships (Section 1.06), and informed consent (Section 1.03).
There is significant risk of unintentionally sharing protected information when using social
media. Be cautious when posting information about an agency. Never post confidential or
private information about clients or colleagues, even using pseudonyms.
Students need to remain aware of professional boundaries even when participating in social
media in their personal time. Managing “friend” requests and maintaining privacy settings is
critical regardless of whether a student uses social me.
There are many different probation and officers typologies discussed.docxcroftsshanon
There are many different probation and officers typologies discussed below. 1)Based on the text and course notes below, what qualifications and/or education should be required for the job?
2)If you were a probation or parole officer, do you think you would fit any of these typologies? Explain your response.
Course notes:
Both adult and juvenile corrections have escalated during the last few decades. POs have assumed increased responsibilities and supervisory tasks in dealing with an increasingly diverse and dangerous clientele. In 2001 there were over 630,000
correctional personnel
working in corrections, with about 60 percent of these working in probation and parole services. The functions of probation and parole services are to supervise offenders, insure offender compliance with program goals and provisions, conduct routine alcohol/drug checks, provide networking services for employment assistance, direct offender-clients to proper treatment, counseling, and other forms of assistance, protect the community by detecting a client's program infractions and reporting them to judges or parole boards, assisting offenders in becoming integrated into their communities, and engaging in any useful rehabilitative enterprise that will improve offender-client skills.
The organization and administration of probation and parole services is most often within the scope of
departments of corrections
in most states. Services vary among the states, although there are common elements to all probation and parole services and programs. The complexity of
organizational structure
is highly dependent upon the nature of clientele supervised and their special needs. The
rehabilitative aim
of corrections has not been particularly successful. For this and other reasons, probation and parole departments have drawn extensive criticism from an increasingly discontent public. Criticisms have focused upon the
lack of PO skills and training
and the
ineffectiveness of job performance
.
Professionalization
through organizations such as the
American Correctional Association
, the
American Jail Association
, and the
American Probation and Parole Association
have attempted to raise
standards
relating to the
selection
,
recruitment
, and
training
of POs throughout the nation.
In 2005, POs averaged $23,000 in
entry-level positions
, while top PO positions reached $93,400. Few jurisdictions required bachelor'sdegreesfor PO work, however, a majority of POs had some college education or had completed college. Increased
education
is the primary means for improving one's professionalization. Observers suggest that there is a high correlation between higher education achieved and work effectiveness among POs. Because of an increasingly ethnically and racially diverse clientele, POs have received additional training in
cultural diversity
. Some POs are recruited for dealing with
special-offender populations
where English is a second language.
Assess ...
Ethics in business is a critical business driver, but ethics in PR is critical learn why and how to apply ethical conduct in the profession of public relations.
1st classmateHuman service professionals help clients to be able.docxsandibabcock
1st classmate
Human service professionals help clients to be able to meet their needs, overcome their challenges, and improve their lives. Human service professionals are obligated to uphold certain ethical and legal standards that protect client rights. They must protect the integrity and welfare of clients at all times and act as advocates for them.
Humn service professionals have both moral and legal standards which they are obligated to uphold. In many circumstances, moral and legal standards compliment each other; however, in others, they may conflict with each other. It is most important for human service professionals to uphold moral obligations in protecting client rights because above anything else, human service workers are advocates for those they serve. According to the National Organization for Human Services (2015), they have a responsibility to ensure that clients are treated "with respect, acceptance, and dignity." (STATEMENT 2).
2nd Classmate
I think when it comes to legal rights with client's, this is what can cause them not to be completely open with the human service professional. Many times as clients go to services for help they already have trust issues, but if they threat to harm themselves or others we as human service professionals have to report it. Although we have to uphold our obligations to the client, in a case that a client make a threat and it may even seem harmless. How do you gain that trust back after you report th
e threat? How serious does the threat have to be to report it to authorities?
Nothing to long
.
Readings and ResourcesReadings and ResourcesArticles, Websites.docxcargillfilberto
Readings and Resources
Readings and Resources
Articles, Websites, and Videos:
This chapter focuses on special writing within agencies such as transfer/discharge, letters for lobbying advocacy, and client reports to other agencies.
·
Agency-based writing - Letters. (2018). In Weisman, D., & Zornado, J. L.,
Professional writing for social work practice, Second Edition (Vol. Second edition). New York, NY: Springer Publishing Company.
Service Coordination
Chapter 10Chapter Introduction
· Chapter Ten addresses Social Work Case Management Standard 6, Service Planning, Implementation, and Monitoring, and Standard 8, Interdisciplinary Collaboration.
· Chapter Ten addresses Human Service–Certified Board Practitioner Competency 4, Case Management, which is focused on service coordination.
My company does something a little bit different than case management. It’s case management and then it’s more. We are actually called resource coordinators. My agency is the premier provider for therapeutic foster care in the region … The reason our agency was started was because a man who was working for human services figured out that a lot of these kids who have pretty serious needs aren’t getting their needs met by the department and need specialized, intensive treatment and support.
—Jessica Brothers-Brock, 2012, text from unpublished interview. Used with permission
.
This chapter explores service coordination as a critical component of modern case management. We examine the coordination and monitoring of services as well as the skills that will help you perform these roles. After reading the chapter, you should be able to accomplish the following objectives.
Coordinating Services
· Describe a systematic selection process for resources.
· Discuss why networking is important.
· Identity strategies for creating a network of professional colleagues.
· Make an appropriate referral.
· Identify the activities involved in monitoring.
· List ways to achieve more effective communication with other professionals.
· Use technology and social media in coordinating servicesTeamwork
· Describe the purpose of a treatment team.
· Define departmental teams, interdisciplinary teams, and teams with family and friends.
· List the benefits of working in and with teams.
· Describe ways to address the challenges that teamwork brings.Ending Service Provision: Disengagement
· Describe the place of ending services in the case management process.
· List the steps used to end client services.
· Identity why clients may need to be transferred from one professional to another.
· Describe the transfer process.
· Discuss the purpose of a discharge plan.10-1
Introduction
One of the most important roles in case management is service coordination. Rarely can a human services agency or a single professional provide all the services a client needs. Because in-house services are limited by the agency’s mission, resources, and eligibil.
Ensuring that the integrity of government decision-making is not compromised by public officials’ private interests is a growing public concern. New forms of partnership between government and the private and non-profit sectors present new challenges for policy-makers and public managers.
Assignment1 is a total of 6 pages all together!!Part 1Decision.docxrock73
Assignment1 is a total of 6 pages all together!!
Part 1
Decisions regarding the approach for solving ethical dilemmas are influenced by many factors, including personal beliefs, social norms, and regulatory guidelines. However, human services professionals do not contemplate a particular model that guides their decisions or do not necessarily have insight into the factors that guide their decisions, when faced with ethical challenges.
In this assignment, you will analyze four different models of ethical decision making to understand how these models influence professionals, clients, society, and the overall field of human services. You will also see how these models might fit into your personal approach while making decisions regarding human services clients.
Tasks:
Using the Internet, the Argosy University online library resources, and professional literature, research and prepare a 3-page paper to compare the four models. Professional literature may include the Argosy University online library resources, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu, .org, or .gov).
The paper should include the following:
· The factors (personal and societal) according to each model that drive ethical decisions
· The people who are affected by the decision
· The application to present-day human services
· The model you favor and the reasons for selecting this model
In addition, complete a detailed analysis for the deontological and utilitarian ethical orientations. Address the main philosophical differences between the two, considering the factors that influence ethical decisions. Which approach would be most beneficial to your clients? Discuss the rationale for the approach you select.
Part 2
A human services administrator is responsible for overseeing professionals belonging to diverse disciplines who work together in one agency. While the established ethics code for human services workers addresses many of the same standards that are familiar to most helping professionals, each discipline has a few ethics standards that are specific to its respective functions. For example, both psychologists and social workers protect the confidentiality of clients, are expected to be aware of their scope of practice, and have to obtain informed consent from clients before they can provide services; however, there are certain differences in other areas in their respective ethics codes. As an administrator, it is important to be familiar with such similarities as well as differences to ensure that each type of professional is managed within the specific parameters of his or her respective ethics code.
In this assignment, you will compare and contrast standards from the ethics codes of two human services disciplines and compare these with standards from the ethical codes for human services professionals in general.
Tasks:
Select two disciplines (for example, psychology, social work, ...
Similar to SearchMember LoginHomeAll About NOHSWhat is Human ServicesBoard of .docx (20)
Problem 7. Dollars for WaitingJeffrey Swift has been a messenger.docxjeffsrosalyn
Problem 7. Dollars for Waiting?
Jeffrey Swift has been a messenger used by a couple of the local businesses where the Discrimina, Inc. machine shop is located. Sometimes he has done some extra errands inside the Discrimina building for a couple of hours. For the last several weeks, he has helped package items for shipment on Thursdays. Things have gone well, but Jeffrey is concerned because sometimes he has waited over two hours in the waiting room while waiting for the packaging to begin. He wouldn't mind but Discrimina pays only for packaging time, not for waiting time. He can never be certain when the parts will be ready for packaging because final quality checking time varies wildly.
Jeffrey has his own delivery business, but Discrimina has only paid him cash. Each time, Jeffrey has given the company a receipt for the cash. While he waits, he sometimes goes out for donuts for the crew. At other times, he plays games on his PDA or makes cell calls to friends.
Question
If Jeffrey Swift sues for the waiting time hours, what is the likely result and why? Write your answer in a Word document in 1-2 pages.
.
Problem 8-2B(a) Journalize the transactions, including explanation.docxjeffsrosalyn
Problem 8-2B
(a) Journalize the transactions, including explanations.
(Note, enter all accounts in one box.
The dates have been included to help with formatting).
Date
Account Titles and Explanation
Debit
Credit
1
2
3
4
5
(b) Enter the January 1, 2014 balances in Accounts Receivable and Allowance for Doubtful Accounts. Post the transactions to the ledger T Accounts
Be sure to post the amounts to the correct side of the T-Account!
Accounts Receivable
Bal.
(2)
(1)
(3)
(5)
(4)
(5)
Bal.
Allowance for Doubtful Accounts
(4)
Bal.
(5)
Bal.
(c)
Prepare the journal entry to record bad debt expense for 2014, assuming that aging the accounts receivable indicates that expected bad debts are $140,000.
Balance needed
...............................................................................
$
Balance before adjustment [see (b)]
................................................
Adjustment required
.......................................................................
$
The journal entry would therefore be as follows:
(d) Accounts Receivable Turnover Ratios:
Enter your answer here
Average Collection Period:
Enter your answer here
Problem 8-6B
(a) Journalize the transactions, including explanations.
(Note, enter all accounts in one box.
The dates have been included to help with formatting).
Date
Account Titles and Explanation
Debit
Credit
5
20
Feb
18
Apr
20
30
May
25
Aug
18
Sept.
1
Problem 9-2B
(a) Journalize the transactions, including explanations.
(Note, enter all accounts in one box.
The dates have been included to help with formatting).
If there are two entries for the same day, then you do not need to enter the date again.
Date
Account Titles and Explanation
Debit
Credit
April
1
May
1
May
1
June
1
Sept
1
PART B
Dec
31
31
(c)
Partial Balance Sheet
TONG CORPORATION
Partial Balance Sheet
December 31, 2014
Assets
Plant assets
Account title
Amount
Account title
Amount
Account title
Amount
Account title (or contra account)
Amount
Total plant assets
Amount
Problem 9-7B
(a)
BUS 1
Year
Computation
Accumulated Depreciation
Amount
Amount
Amount
BUS 2
Year
Computation
Accumulated Depreciation
Amount
Amount
Amount
BUS 3
Year
Computation
Accumulated Depreciation
Amount
Amount
Amount
(b)
BUS 2
Year
Depreciation Expense
Amount
Amount
.
Problem 14-4AFinancial information for Ernie Bishop Company is pre.docxjeffsrosalyn
Problem 14-4A
Financial information for Ernie Bishop Company is presented below.
ERNIE BISHOP COMPANY
Balance Sheets
December 31
Assets
2013
2012
Cash
$ 70,000
$ 65,000
Short-term investments
52,000
40,000
Receivables (net)
98,000
80,000
Inventory
125,000
135,000
Prepaid expenses
29,000
23,000
Land
130,000
130,000
Building and equipment (net)
168,000
175,000
$672,000
$648,000
Liabilities and Stockholders’ Equity
Notes payable
$100,000
100,000
Accounts payable
48,000
42,000
Accrued liabilities
44,000
40,000
Bonds payable, due 2016
150,000
150,000
Common stock, $10 par
200,000
200,000
Retained earnings
130,000
116,000
$672,000
$648,000
ERNIE BISHOP COMPANY
Income Statement
For the Years Ended December 31
2013
2012
Net sales
$858,000
$798,000
Cost of goods sold
611,000
575,000
Gross profit
247,000
223,000
Operating expenses
204,500
181,000
Net income
$ 42,500
$ 42,000
Additional information:
1.
Inventory at the beginning of 2012 was $118,000.
2.
Total assets at the beginning of 2012 were $632,000.
3.
No common stock transactions occurred during 2012 or 2013.
4.
All sales were on account.
5.
Receivables (net) at the beginning of 2012 were $88,000.
(a)
Indicate, by using ratios, the change in liquidity and profitability of Ernie Bishop Company from 2012 to 2013.
(Round Earnings per share to 2 decimal places, e.g. 1.65, and all others to 1 decimal place, e.g. 6.8 or 6.8% .)
2012
2013
Change
LIQUIDITY
Current
Acid-test
Receivables turnover
Inventory turnover
PROFITABILITY
Profit margin
Asset turnover
Return on assets
Earnings per share
$
(b)
Given below are three independent situations and a ratio that may be affected. For each situation, compute the affected ratio (1) as of December 31, 2013, and (2) as of December 31, 2014, after giving effect to the situation. Net income for 2014 was $50,000. Total assets on December 31, 2014, were $700,000.
Situation
Ratio
(1)
18,000 shares of common stock were sold at par on July 1, 2014.
Return on common stockholders’ equity
(2)
All of the notes payable were paid in 2014. The only change in liabilities was that the notes payable were paid.
Debt to total assets
(3)
Market price of common stock was $9 on December 31, 2013, and $12.50 on December 31, 2014.
Price-earnings ratio
2013
2014
Change
Return on common stockholders’ equity
Debt to total assets
Price-earnings ratio
Click if you would like to Show Work for this question:
Open Show Work
.
Problem and solution essay about the difficulties of speaking Engli.docxjeffsrosalyn
Problem and solution essay about the difficulties of speaking English language for international students in the foriegn country.
- introduction with good thesis statement( start with transition word and include the problem and solution)
- first body paragraph ( define and explain the problem)
- second body paragraph. give the solution
- conclusion
two paraphrase
.
problem 8-6 (LO 4) Worksheet, direct and indirect holding, interco.docxjeffsrosalyn
problem 8-6 (LO 4) Worksheet, direct and indirect holding, intercompany mer-
chandise,
machine. The
following
diagram
depicts
the
relationships
among
Mary
Company, John Company, and Joan Company on December 31, 2014:
Mary
John
Owns 60%
Owns 40%
Joan
Owns 50%
Mary Company purchases its interest in John Company on January 1, 2012, for $204,000.
John Company purchases its interest in Joan Company on January 1, 2013, for $75,000. Mary
Company purchases its interest in Joan Company on January 1, 2014, for $72,000. All invest-
ments are accounted for under the equity method. Control over Joan Company does not occur
until the January 1, 2014, acquisition. Thus, a D&D schedule will be prepared for the invest-
ment in Joan as of January 1, 2014.
The following stockholders’ equities are available:
John
Joan
Company
December31
,
December 31
2011
2012
2013
Commonstock ($10par). ........... ............
$150,000
Commonstock ($10par). ........... ............
$100,000
$100,000
Paid-incapitalinexcess of par ............. ..... 75,000
Retained earnings .............................
75,000
50,000
80,000
Totalequity ......... ........... ............
$300,000
$150,000
$180,000
On January 2, 2014, Joan Company sells a machine to Mary Company for $20,000. The
machine has a book value of $10,000, with an estimated life of five years and is being depre-
ciated on a straight-line basis.
John Company sells $20,000 of merchandise to Joan Company during 2014 to realize a gross
profit of 30%. Of this merchandise, $5,000 remains in Joan Company’s December 31, 2014,
inventory. Joan owes John $3,000 on December 31, 2014, for merchandise delivered during
2014.
Trial balances of the three companies prepared from general ledger account balances on
December 31, 2014, are as follows:
Mary
John
Joan
Cash ...................... ........... ......
62,500
60,000
30,000
Accounts Receivable ........................... 200,000
55,000
30,000
Inventory ................... ........... ......
360,000
80,000
50,000
Investmentin JohnCompany........... ........ 270,000
Investmentin JoanCompany........... .......... 86,000
107,500
Property, Plant,andEquipment.... ........... ...2,250,000
850,000
350,000
Accumulated Depreciation ....... ........... .... (938,000)
(377,500)
(121,800
Mary
John
Joan
Intangibles.... ........... ........... .........
15,000
Accounts Payable ............... ........... ...
(215,500)
(61,000)
(22,000)
AccruedExpenses............... ........... ...
(12,000)
(4,000)
(1,200)
BondsPayable. ........... ........... .........
(500,000)
(300,000)
(100,000)
Common Stock($5par) ........................
(500,000)
Common Stock($10par) ....................... (150,000)
Common Stock($10par) ....................... (100,000)
Paid-In Capital inExcessof Par ...... ........... (700,000)
(75,000).
Problem 4-5ADevine Brown opened Devine’s Carpet Cleaners on March .docxjeffsrosalyn
Problem 4-5A
Devine Brown opened Devine’s Carpet Cleaners on March 1. During March, the following transactions were completed.
Mar. 1
Invested $10,940 cash in the business.
1
Purchased used truck for $6,050, paying $3,025 cash and the balance on account.
3
Purchased cleaning supplies for $1,128 on account.
5
Paid $1,788 cash on one-year insurance policy effective March 1.
14
Billed customers $4,723 for cleaning services.
18
Paid $1,538 cash on amount owed on truck and $402 on amount owed on cleaning supplies.
20
Paid $1,648 cash for employee salaries.
21
Collected $1,926 cash from customers billed on March 14.
28
Billed customers $2,561 for cleaning services.
31
Paid gasoline for month on truck $393.
31
Withdrew $769 cash for personal use.
(a)
Your answer is correct.
Journalize the March transactions.
(Record entries in the order displayed in the problem statement. Credit account titles are automatically indented when amount is entered. Do not indent manually.)
Date
Account Titles and Explanation
Debit
Credit
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
[removed]
[removed]
[removed]
Click if you would like to Show Work for this question:
Open Show Work
SHOW LIST OF ACCOUNTS
SHOW ANSWER
LINK TO TEXT
LINK TO TEXT
LINK TO TEXT
LINK TO TEXT
Attempts: 2 of 5 used
(b) and (c)
Your answer is partially correct. Try again.
Prepare a trial balance at March 31 on a worksheet. Enter the following adjustments on the worksheet and complete the worksheet.
(1)
Earned but unbilled revenue at March 31 was $843.
(2)
Depreciation on equipment for the month was $463.
(3)
One-twelfth of the insurance expired.
(4)
An inventory count shows $273 of cleaning supplies on hand at March 31.
(5)
Accrued but unpaid employee salaries were $598.
DEVINE’S CARPET CLEANERS
Worksheet
For the Month Ended March 31, 2012
Trial Balance
Adjustments
Adjusted Trial Balance
Income Statement
Balance Sheet
Account Titles
Dr.
Cr.
Dr.
Cr.
Dr.
Cr.
Dr.
Cr.
Dr.
Cr.
Cash
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
Accounts Receivable
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
Supplies
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
Prepaid Insurance
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
Equipment
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
Accounts Payable
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
Owner’s Capital
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
Owner’s Drawings
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[remove.
Problem 1-4A (Part Level Submission)Matt Stiner started a delivery.docxjeffsrosalyn
Problem 1-4A (Part Level Submission)
Matt Stiner started a delivery service, Stiner Deliveries, on June 1, 2014. The following transactions occurred during the month of June.
June 1
Stockholders invested $14,493 cash in the business in exchange for common stock.
2
Purchased a used van for deliveries for $14,932. Matt paid $3,189 cash and signed a note payable for the remaining balance.
3
Paid $669 for office rent for the month.
5
Performed $4,502 of services on account.
9
Declared and paid $203 in cash dividends.
12
Purchased supplies for $109 on account.
15
Received a cash payment of $1,468 for services provided on June 5.
17
Purchased gasoline for $124 on account.
20
Received a cash payment of $1,385 for services provided.
23
Made a cash payment of $531 on the note payable.
26
Paid $122 for utilities.
29
Paid for the gasoline purchased on account on June 17.
30
Paid $1,255 for employee salaries.
(a)
Show the effects of the previous transactions on the accounting equation.
(If a transaction causes a decrease in Assets, Liabilities or Stockholders' Equity, place a negative sign (or parentheses) in front of the amount entered for the particular Asset, Liability or Equity item that was reduced. See Illustration 1-8 for example.)
STINER DELIVERIES
Assets
=
Liabilities
+
Stockholders' Equity
Retained Earnings
Date
Cash
+
Accounts
Receivable
+
Supplies
+
Equipment
=
Notes
Payable
+
Accounts
Payable
+
Common
Stock
+
Revenues
–
Expenses
–
Dividends
June 1
$
[removed]
$
[removed]
$
[removed]
$
[removed]
$
[removed]
$
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PROBLEM 5-5BPrepare a correct detailed multiple-step income stat.docxjeffsrosalyn
PROBLEM 5-5B
Prepare a correct detailed multiple-step income statement.
Assume a tax rate of 25%.
WRIGHT COMPANY
Income Statement
For the Month Ended December 31, 2014
Sales Revenues
Account title
Amount
Account title
Amount
Account title
Amount
Net Sales
Cost of goods sold
Gross profit
Amount
Operating Expenses
Account title
Amount
Account title
Amount
Account title
Amount
Account title
Amount
Account title
Amount
Account title
Amount
Account title
Amount
Total operating expenses
Amount
Income from operations
Amount
Other revenues and gains
Account title
Amount
Other expenses and losses
Account title
Amount
Amount (Total)
Income before income taxes
Income tax expense
Net Income
P5-5B
An inexperienced accountant prepared this condensed income statement for
Wright Company, a retail firm that has been in business for a number of years.
WRIGHT COMPANY
Income Statement
For the Year Ended December 31, 2014
Revenues
Net sales $952,000
Other revenues 16,000
968,000
Cost of goods sold 548,000
Gross profit 420,000
Operating expenses
Selling expenses 160,000
Administrative expenses
104,000
264,000
Net earnings $156,000
As an experienced, knowledgeable accountant, you review the statement and determine
the following facts.
1. Net sales consist of sales $972,000, less freight-out on merchandise sold $20,000.
2. Other revenues consist of sales discounts $12,000 and interest revenue $4,000.
3. Selling expenses consist of salespersons’ salaries $88,000; depreciation on equip-
ment $4,000; sales returns and allowances $46,000; advertising $12,000; and sales
commissions $10,000. All compensation should be recorded as Salaries and Wages
Expense.
4. Administrative expenses consist of office salaries $54,000; dividends $14,000; utili-
ties $13,000; interest expense $3,000; and rent expense $20,000, which includes
prepayments totaling $2,000 for the first month of 2015. The utilities represent
utilities paid. At December 31, utility expense of $3,000 has been incurred but not
paid.
Problem 6-2B
(a) Determine the Cost of Goods Available for Sale
Date
Explanation
Units
Unit Cost
Total Cost
Total
(b) Determine the ending inventory and cost of goods sold under each of the assumed cost flow methods.
Prove the accuracy of the cost of goods sold under FIFO and LIFO.
FIFO
(1) Ending Inventory
(2) Cost of Goods Sold
Date
Units
Unit Cost
Total Cost
Cost of goods available for sale
Amount
Amount
Amount
Less: ending inventory
Amount
Amount
Amount
Total
Amount
Total
Amount
Cost of Goods Sold
Amount
Proof of Cost of Goods Sold (FIFO)
Date
Units
Unit Cost
Total Cost
Amount
Amount
Amount
Amount
Amount
Amount
Amount
Amount
Total
Amount
Total
Amount
LIFO
(1) Ending Inventory
(2) Cost of Goods Sold
Date
Units
Unit Cost
Total Cost
Cost of goods available for sale
Amount
Amount
Amount
Less: ending inventory
Amount
Amount
Amount
Total
Amount
Total
Amount
Cost of Goods Sold
Amount
Proof of .
Problem 12-9ACondensed financial data of Odgers Inc. follow.ODGE.docxjeffsrosalyn
Problem 12-9A
Condensed financial data of Odgers Inc. follow.
ODGERS INC.
Comparative Balance Sheets
December 31
Assets
2014
2013
Cash
$ 147,864
$ 88,572
Accounts receivable
160,674
69,540
Inventory
205,875
188,216
Prepaid expenses
51,972
47,580
Long-term investments
252,540
199,470
Plant assets
521,550
443,775
Accumulated depreciation
(91,500
)
(95,160
)
Total
$1,248,975
$941,993
Liabilities and Stockholders’ Equity
Accounts payable
$ 186,660
$ 123,159
Accrued expenses payable
30,195
38,430
Bonds payable
201,300
267,180
Common stock
402,600
320,250
Retained earnings
428,220
192,974
Total
$1,248,975
$941,993
ODGERS INC.
Income Statement Data
For the Year Ended December 31, 2014
Sales revenue
$710,882
Less:
Cost of goods sold
$247,892
Operating expenses, excluding depreciation
22,710
Depreciation expense
85,095
Income tax expense
49,922
Interest expense
8,656
Loss on disposal of plant assets
13,725
428,000
Net income
$ 282,882
Additional information:
1.
New plant assets costing $183,000 were purchased for cash during the year.
2.
Old plant assets having an original cost of $105,225 and accumulated depreciation of $88,755 were sold for $2,745 cash.
3.
Bonds payable matured and were paid off at face value for cash.
4.
A cash dividend of $47,636 was declared and paid during the year.
Prepare a statement of cash flows using the indirect method.
(Show amounts that decrease cash flow with either a - sign e.g. -15,000 or in parenthesis e.g. (15,000).)
ODGERS INC.
Statement of Cash Flows
For the Year Ended December 31, 2014
$
$
$
[removed]
.
Problem 13-6AIrwin Corporation has been authorized to issue 20,80.docxjeffsrosalyn
*Problem 13-6A
Irwin Corporation has been authorized to issue 20,800 shares of $100 par value, 10%, noncumulative preferred stock
and 981,000 shares of no-par common stock. The corporation assigned a $2.50 stated value to the common stock. At
December 31, 2014, the ledger contained the following balances pertaining to stockholders’ equity.
The preferred stock was issued for land having a fair value of $142,900. All common stock issued was for cash. In
November, 1,500 shares of common stock were purchased for the treasury at a per share cost of $14. In
December, 500 shares of treasury stock were sold for $15 per share. No dividends were declared in 2014.
Preferred Stock $119,000
Paid-in Capital in Excess of Par—Preferred Stock 23,900
Common Stock 981,000
Paid-in Capital in Excess of Stated Value—Common Stock 1,781,300
Treasury Stock (1,000 common shares) 14,000
Paid-in Capital from Treasury Stock 500
Retained Earnings 81,600
.
Prior to posting in this discussion, completeThe Parking Garage.docxjeffsrosalyn
Prior to posting in this discussion, complete
The Parking Garage
scenario interactivity module and view the video,
This is Water by David Foster Wallace
. Reflect on what you have seen and recall a time when you experienced simplistic and unfounded stereotypical thinking. What could you have done differently? What is something that you need to work on in the future to become a better critical thinker? 200 words
.
Prior to engaging in this discussion, read Chapters 10 and 11 in y.docxjeffsrosalyn
Prior to engaging in this discussion, read Chapters 10 and 11 in your text as well as the “Steps for Effective Discharge Planning” article, and review any relevant Instructor Guidance.
For this discussion, refer to the information in the
“Introduction to the Miller Family”
document.
Select one of the family members below whose medical condition has the potential to have worsened to the point that they would need to be hospitalized. Once you have chosen your subject, create a discharge scenario. Each of these family members has been introduced in an earlier assignment. Be sure to review your materials for that assignment including any relevant instructor feedback.
Option 1:
Elías - leukemia
Option 2:
Lila - diabetes (IDDM)
Option 3:
Sam - liver disease caused by heavy drinking
Option 4:
Lucy - bipolar disorder and serious substance abuse (dual diagnosis)
In your initial post, create and present a possible scenario in order to respond to the subject’s discharge from the hospital. See earlier assignments for samples of how to begin crafting the scenario for your subject. Remember to be creative, refer to the “Introduction to the Miller Family” document, and include as much detailed information as appropriate. Be sure to address the following points in your initial post.
Describe the specific issues that need to be addressed when discharging this patient.
Briefly identify who (individuals, professionals, agencies, or organizations) might be identified in the plan, what needs to be done, and when it should happen.
Identify community resources (e.g., doctors, counselors, and agencies) that will be needed, what their roles are in the plan, and assess how they might meet the needs of your patient. Integrate the biological theory of intellect and cognition with your subject’s sociocultural experiences in order to better ascertain his or her needs.
Identify and discuss at least one barrier for success based on the individual’s intellect and his or her sociocultural experiences and perspectives. Critique the contributions of community-based programs and how they might alleviate issues related to this barrier.
dq2
Watch one of the eight videos from
The Future of Medicine
playlist. Then, go to the Ashford University Library and find two research articles related to the social impact or relevance of the topic addressed in your selected video. For assistance with finding peer-reviewed articles, please see the
tutorial
on the Ashford University Library website. Consider the work you have completed in the previous discussions throughout the course. Summarize how we, as individuals, are affected by disease, disability, or disorder. What emotions do we experience toward others with these conditions (empathy, judgment, fear, guilt)? Critique the contributions of community-based programs and how they influence our societal reactions to diseases, disabilities, and disorders. Examine and comment on the ways in which individuals, families, communi.
Privacy in a Technological AgePrivacy protection is a hot top.docxjeffsrosalyn
Privacy in a Technological Age:
Privacy protection is a hot topic in today’s data-hungry technological world
. In a well-written paper,
1.
Begin with an examination of an individual’s right to privacy
.
Then consider
2.
How advanced surveillance and monitoring technologies might intrude upon this right to privacy.
3.
How might the roles and obligations of an organization conflict with its workers right to privacy?
Provide specific examples to support your analysis.
Your well-written paper should be 2-3 pages in length and formatted according to the
CSU-Global Guide to Writing and
APA Requirements
. You should reference 2-3 scholarly sources (your textbook can count as one of these). The CSU-Global Library is a good place to find these scholarly sources
Textbook is attached
Reynolds, G. W. (2014).
Ethics in information technology
(5th ed.). Stamford, CT: Cengage Learning
Note:
I don’t need cover page.
.
Privacy Introduction Does the technology today Pene.docxjeffsrosalyn
Privacy :
Introduction
Does the technology today
Penetrates
our
privacy
?
Harms and the benefits.
What is the natural right for privacy ?
How we can trust the people or the organizations in our privacy ?
Does the governments have the right to go through our privacy? why ?
What the limit for privacy ?
How we can protect our privacy ?
Conclusion
.
Prisoner rights in America are based largely on the provisions of th.docxjeffsrosalyn
Prisoner rights in America are based largely on the provisions of the Bill of Rights. In this assignment, you will research the U.S. Bill of Rights and explain its major provisions. You should address the impact that the Bill of Rights has had on the field of criminal justice, corrections, and prisoners' rights. Also, explain how the Bill of Rights is applied at the state level.
Identify and explain the major provisions of the Bill of Rights.
How has the Bill of Rights significantly impacted the prisoners' rights and the fields of criminal justice and corrections?
Explain how the Bill of Rights is applied at the state level.
What are 2 major avenues of relief pursued by prisoners?
You must reference at least 2 credible sources in APA style.
4 pages
No plagerism
Abstract and Reference Page
.
Principles of Supply and Demanda brief example of supply and deman.docxjeffsrosalyn
Principles of Supply and Demand
a brief example of supply and demand for public health goods and services. Select two factors that might influence price elasticity of demand for public health goods or services in your example. Explain how and why price elasticity might influence the quantity of goods and services demanded in that example.
.
Primary Task Response Within the Discussion Board area, write 300.docxjeffsrosalyn
Primary Task Response:
Within the Discussion Board area, write 300–500 words that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas.
Interest groups play a significant role in contemporary American politics, on a wide range of public policy issues, from healthcare (Affordable Care Act, for example) to gun control (the NRA is a well-known example), and from financial services regulation to regulating food production.
For this discussion board, choose an interest group that appeals to you and then identify a public policy issue that your selected interest group is working on impacting. In addition, include the following information:
What types of activities are conducted by your interest group? Provide examples of activities undertaken by the group within the last 12 months. Activities can include lobbying, television or radio spots, media spots, rallies or other activities. Also, if available, provide links to any news articles about the organization’s activities or press releases from the organization or other articles from the organization’s website for your classmates’ reference.
How is your chosen interest group connected to the average citizen, if at all? Provide examples of average citizens’ involvement in your chosen interest group, if any. If your chosen interest group rarely or does not interact with the average citizen, please discuss how the work of your chosen interest group indirectly impacts the average citizen, if at all.
Do you believe that interest groups do, or have the ability to, promote corruption in government? Explain your position. If they do or have the potential to do so, why do you believe so? If not, what do you think prevents them from corrupting government? Support your position with specific examples.
.
Pretend you are a British government official during the time leadin.docxjeffsrosalyn
Pretend you are a British government official during the time leading up the Revolutionary War.
Write a 2-3 paragraph letter to the editor of your local newspaper explaining your feelins about the actions of the colonists. Be sure to give examples. (Things to possibly include: Do you think they are overreacting? Why or why not? How do you feel the issues should be resolved?) Really put some thought into this assignment, it wouldn't hurt to do some outside research to support your Letter to the Editor
.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
SearchMember LoginHomeAll About NOHSWhat is Human ServicesBoard of .docx
1. SearchMember LoginHomeAll About NOHSWhat is Human
Services?Board of DirectorsBylawsEthical Standards for HS
ProfessionalsTUA Honor SocietyNOHS EventsNational
Conference - 2019 CaliforniaSponsorship & Exhibit
OpportunitiesMACHS - Regional ConferenceSOHS - Regional
ConferenceCall for Webinar ProposalsMWOHS 2019
Midsummer Mash Webinar SeriesMembershipsJoin
Now!PublicationsJournal of Human ServicesHuman Services
Today MagazineConference ProceedingsAwards &
ScholarshipsSearchMember LoginHomeAll About NOHSWhat is
Human Services?Board of DirectorsBylawsEthical Standards for
HS ProfessionalsTUA Honor SocietyNOHS EventsNational
Conference - 2019 CaliforniaSponsorship & Exhibit
OpportunitiesMACHS - Regional ConferenceSOHS - Regional
ConferenceCall for Webinar ProposalsMWOHS 2019
Midsummer Mash Webinar SeriesMembershipsJoin
Now!PublicationsJournal of Human ServicesHuman Services
Today MagazineConference ProceedingsAwards &
ScholarshipsEthical Standards for Human Services
ProfessionalsNational Organization of Human Services adopted
2015
Ethical Standards SubjectsPreambleResponsibilty to the Public
& SocietyResponsibility to ClientsResponsibility to
EmployersResponsibility to ColleaguesResponsibility to
SelfResponsibility to the ProfessionResponsibility to Students
Preamble
Human services is a profession developed in response to the
direction of human needs and human problems in the 1960's.
Characterized by an appreciation of human beings in all of their
diversity, human services offers assistance to its clients within
the context of their communities and environments. Human
service professionals and those who educate them promote and
encourage the unique values and characteristics of human
2. services. In so doing, human service professionals uphold the
integrity and ethics of the profession, promote client and
community well-being, and enhance their own professional
growth.
The fundamental values of the human services profession
include respecting the dignity and welfare of all people;
promoting self-determination; honoring cultural diversity;
advocating for social justice; and acting with integrity, honesty,
genuineness and objectivity.
Human service professionals consider these standards in ethical
and professional decision making. Conflicts may exist between
this code and laws, workplace policies, cultural practices,
credentialing boards, and personal beliefs. Ethical-decision
making processes should be employed to assure careful choices.
Although ethical codes are not legal documents, they may be
used to address issues related to the behavior of human service
professionals.
Persons who use this code include members of the National
Organization for Human Services, students in relevant academic
degree programs, faculty in those same programs, researchers,
administrators, and professionals in community agencies who
identify with the profession of human services. The ethical
standards are organized in sections around those persons to
whom ethical practice should be applied.
Responsibility to Clients
Go to top
STANDARD 1 Human service professionals recognize and build
on client and community strengths.
STANDARD 2 Human service professionals obtain informed
consent to provide services to clients at the beginning of the
helping relationship. Clients should be informed that they may
withdraw consent at any time except where denied by court
order and should be able to ask questions before agreeing to the
services. Clients who are unable to give consent should have
those who are legally able to give consent for them review an
3. informed consent statement and provide appropriate consent.
STANDARD 3 Human service professionals protect the client's
right to privacy and confidentiality except when such
confidentiality would cause serious harm to the client or others,
when agency guidelines state otherwise, or under other stated
conditions (e.g., local, state, or federal laws). Human service
professionals inform clients of the limits of confidentiality prior
to the onset of the helping relationship.
STANDARD 4 If it is suspected that danger or harm may occur
to the client or to others as a result of a client's behavior, the
human service professional acts in an appropriate and
professional manner to protect the safety of those individuals.
This may involve, but is not limited to, seeking consultation,
supervision, and/or breaking the confidentiality of the
relationship.
STANDARD 5 Human service professionals recognize that
multiple relationships may increase the risk of harm to or
exploitation of clients and may impair their professional
judgment. When it is not feasible to avoid dual or multiple
relationships, human service professionals should consider
whether the professional relationship should avoided or
curtailed.
STANDARD 6 Sexual or romantic relationships with current
clients are prohibited. Before engaging in sexual or romantic
relationships with former clients, friends, or family members of
former clients, human service professionals carefully evaluate
potential exploitation or harm and refrain from entering into
such a relationship.
STANDARD 7 Human service professionals ensure that their
values or biases are not imposed upon their clients.
STANDARD 8 Human service professionals protect the
integrity, safety, and security of client records. Client
information in written or electronic form that is shared with
other professionals must have the client's prior written consent
except in the course of professional supervision or when legally
obliged or permitted to share such information.
4. STANDARD 9 When providing services through the use of
technology, human service professionals take precautions to
ensure and maintain confidentiality and comply with all
relevant laws and requirements regarding storing, transmitting,
and retrieving data. In addition, human service professionals
ensure that clients are aware of any issues and concerns related
to confidentiality, service issues, and how technology might
negatively or positively impact the helping relationship.
Responsibility to the Public and Society
Go to top
STANDARD 10 Human service professionals provide services
without discrimination or preference in regards to age,
ethnicity, culture, race, ability, gender, language preference,
religion, sexual orientation, socioeconomic status, nationality,
or other historically oppressed groups.
STANDARD 11 Human service professionals are knowledgeable
about their cultures and communities within which they
practice. They are aware of multiculturalism in society and its
impact on the community as well as individuals within the
community. They respect the cultures and beliefs of individuals
and groups.
STANDARD 12 Human service professionals are aware of local,
state, and federal laws. They advocate for change in regulations
and statutes when such legislation conflicts with ethical
guidelines and/or client rights. Where laws are harmful to
individuals, groups, or communities, human service
professionals consider the conflict between the values of
obeying the law and the values of serving people and may
decide to initiate social action.
STANDARD 13 Human service professionals stay informed
about current social issues as they affect clients and
communities. If appropriate to the helping relationship, they
share this information with clients, groups and communities as
part of their work.
STANDARD 14 Human service professionals are aware of
5. social and political issues that differentially affect clients from
diverse backgrounds.
STANDARD 15 Human service professionals provide a
mechanism for identifying client needs and assets, calling
attention to these needs and assets, and assisting in planning
and mobilizing to advocate for those needs at the individual,
community, and societal level when appropriate to the goals of
the relationship.
STANDARD 16 Human service professionals advocate for
social justice and seek to eliminate oppression. They raise
awareness of underserved population in their communities and
with the legislative system.
STANDARD 17 Human service professionals accurately
represent their qualifications to the public. This includes, but is
not limited to, their abilities, training, education, credentials,
academic endeavors, and areas of expertise. They avoid the
appearance of misrepresentation or impropriety and take
immediate steps to correct it if it occurs.
STANDARD 18 Human service professionals describe the
effectiveness of treatment programs, interventions and
treatments, and/or techniques accurately, supported by data
whenever possible.
Responsibility to Colleagues
Go to top
STANDARD 19 Human service professionals avoid duplicating
another professional's helping relationship with a client. They
consult with other professionals who are assisting the client in a
different type of relationship when it is in the best interest of
the client to do so. In addition, human services professionals
seek ways to actively collaborate and coordinate with other
professionals when appropriate.
STANDARD 20 When human service professionals have a
conflict with a colleague, they first seeks out the colleague in
an attempt to manage the problem. If this effort fails, the
professional then seeks the assistance of supervisors,
6. consultants, or other professionals in efforts to address the
conflict.
STANDARD 21 Human service professionals respond
appropriately to unethical and problematic behavior of
colleagues. Usually this means initially talking directly with the
colleague and if no satisfactory resolution is achieved, reporting
the colleague's behavior to supervisory or administrative staff.
STANDARD 22 All consultations between human service
professionals are kept private, unless to do so would result in
harm to clients or communities.
Responsibility to Employers
STANDARD 23 To the extent possible, human service
professionals adhere to commitments made to their employers.
STANDARD 24 Human service professionals participate in
efforts to establish and maintain employment conditions which
are conducive to high quality client services. Whenever
possible, they assist in evaluating the effectiveness of the
agency through reliable and valid assessment measures.
STANDARD 25 When a conflict arises between fulfilling the
responsibility to the employer and the responsibility to the
client, human service professionals work with all involved to
manage the conflict.
Responsibility to the Profession
Go to top
STANDARD 26 Human service professionals seek the training,
experience, education and supervision necessary to ensure their
effectiveness in working with culturally diverse individuals
based on age, ethnicity, culture, race, ability, gender, language
preference, religion, sexual orientation, socioeconomic status,
nationality, or other historically oppressive groups. In addition,
they will strive to increase their competence in methods which
are known to be the best fit for the population(s) with whom
they work.
STANDARD 27 Human service professionals know the limit
7. and scope of their professional knowledge and offer services
only within their knowledge, skill base, and scope of practice.
STANDARD 28 Human service professionals seek appropriate
consultation and supervision to assist in decision-making when
there are legal, ethical or other dilemmas.
STANDARD 29 Human service professionals promote
cooperation among related disciplines to foster professional
growth and to optimize the impact of inter-professional
collaboration on clients at all levels.
STANDARD 30 Human service professionals promote the
continuing development of their profession. They encourage
membership in professional associations, support research
endeavors, foster educational advancement, advocate for
appropriate legislative actions, and participate in other related
professional activities.
STANDARD 31 Human service professionals continually seek
out new and effective approaches to enhance their professional
abilities and use techniques that are conceptually or evidence
based. When practicing techniques that are experimental or new,
they inform clients of the status of such techniques as well as
the possible risks.
STANDARD 32 Human service professionals conduct research
that adheres to all ethical principles, institutional standards, and
scientific rigor. Such research takes into consideration cross-
cultural bias and is reported in a manner that addressed any
limitations.
STANDARD 33 Human service professionals make careful
decisions about disclosing personal information while using
social media, knowing that they reflect the profession of human
services. In addition, they consider how their public conduct
may reflect on themselves and their profession.
Responsibility to Self
STANDARD 34 Human service professionals are aware of their
own cultural backgrounds, beliefs, values, and biases. They
recognize the potential impact of their backgrounds on their
8. relationships with others and work diligently to provide
culturally competent service to all of their clients.
STANDARD 35 Human service professionals strive to develop
and maintain healthy personal growth to ensure that they are
capable of giving optimal services to clients. When they find
that they are physically, emotionally, psychologically, or
otherwise not able to offer such services, they identify
alternative services for clients.
STANDARD 36 Human service professionals hold a
commitment to lifelong learning and continually advance their
knowledge and skills to serve clients more effectively.
Responsibility to Students
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STANDARD 37 Human service educators develop and
implement culturally sensitive knowledge, awareness, and
teaching methodologies.
STANDARD 38 Human service educators are committed to the
principles of access and inclusion and take all available and
applicable steps to make education available to differently-
abled students.
STANDARD 39 Human service educators demonstrate high
standards of scholarship in their scholarship, pedagogy, and
professional service and stay current in the field by being
members of their professional associations, attending workshops
and conferences, and reviewing and/or conducting research.
STANDARD 40 Human service educators recognize and
acknowledge the contributions of students to the work of the
educator in such activities as case material, grants, workshops,
research, publications, and other related activities.
STANDARD 41 Human service educators monitor students'
field experiences to ensure the quality of the placement site,
supervisory experience, and learning experience towards the
goals of personal, professional, academic, career, and civic
development. When students experience potentially harmful
events during field placements, educators provide reasonable
9. investigation and response as necessary to safeguard the
student.
STANDARD 42 Human service educators establish and uphold
appropriate guidelines concerning student disclosure of
sensitive/personal information which includes letting students
have fair warning of any self-disclosure activities, allowing
students to opt-out of in-depth self-disclosure activities when
feasible, and ensuring that a mechanism is available to discuss
and process such activities as needed.
STANDARD 43 Human service educators are aware that in their
relationships with students, power and status are unequal.
Human service educators are responsible to clearly define and
maintain ethical and professional relationships with student;
avoid conduct that is demeaning, embarrassing or exploitative
of students; and always strive to treat students fairly, equally
and without discrimination.
STANDARD 44 Human service educators ensure students are
familiar with, informed by, and accountable to the ethical
standards and policies put forth by their program/department,
the course syllabus/instructor, their advisor(s), and the Ethical
Standards of Human Service Professionals.
For more information regarding Ethical Standard please email
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11. ance, minutes, video recording of meetings, and in-
depth interviews with 13 Community Collaborative
Board members were used to conduct an independent
process evaluation. Open coding identified quotes
exemplifying specific themes and/or patterns across
answers related to the desired domain. Several themes
were identified regarding membership engagement,
retention, and power distribution. Results showed
member retention was due to strong personal commit-
ment to the targeted problem. Analysis also revealed an
unequal power distribution based on participants’
background. Nevertheless, the development of an inno-
vative, community-based health intervention manual
was accomplished. Aspects of the process, such as
incentives, subcommittees, and trainings, enhanced
the Board’s ability to integrate the community and sci-
entific knowledge to accomplish its research agenda.
Community-based participatory research was a useful
framework in enhancing quality and efficiency in the
development of an innovative, substance abuse/health
intervention manual for distressed communities.
Overall, this article sheds light on a process that illus-
trates the integration of community-based and scien-
tific knowledge to address the health, economic, and
societal marginalization of low-income, minority com-
munities.
Keywords: community intervention; community-
based participatory research; health
research; partnerships/coalitions; quali-
tative evaluation; program planning and
evaluation
>>IntroductIon
Previous public health research established the
12. existing gap in health disparities among racial/ethnic
groups (Agency for Healthcare Research and Quality,
2011; Institute of Medicine, 2002; Jackson, Knight, &
Rafferty, 2010; Keppel, Pearcy, & Wagener, 2002;
National Center for Health Statistics, Centers for Disease
Control and Prevention, 2001; Nelson, 2002; Smedley,
588293HPPXXX10.1177/1524839915588293Health Promotion
PracticeSmith, Jemal / Building A community collaborative
Board
research-article2015
1Cabrini College, Radnor, PA, USA
2Rutgers University, Newark, NJ, USA
Authors’ Note: The project described was supported by
Award No. P30MH079920 from the National Institute of Mental
Health. The content is solely the responsibility of the authors
and
does not necessarily represent the official views of the National
Institute of Mental Health or the National Institutes of Health.
The authors were supported as postdoctoral and predoctoral
fellows in the Behavioral Sciences Training in Drug Abuse
Research Program sponsored by Public Health
Solution
s and
National Development and Research Institutes with funding
from
the National Institute on Drug Abuse (5T32DA007233). Points
of
13. view, opinions, and conclusions in the article do not necessarily
represent the official position of the U.S. Government, Public
Health