Discuss issues and concerns related to working with vulnerable populations, such as children, the elderly, those who are incarcerated, or those with physical or mental impairments

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Topic Selection and Proposal

For this assignment, you will select a topic on ethical practices in human services. This topic will be the basis for your assignments throughout the course. This is the topic for which you will develop a professional training seminar for staff members in an organization or local community for the final project assignment. Your topic must address a specific ethical issue in human services that is present in organizational operations and delivery of clinical or community services.

Read all the course assignments and choose a topic. Make sure the topic you have chosen will work in all the assignments in the course.

For this assignment, select a topic from this list of possible topics:

  • Duty to warn, confidentiality, and malpractice liability.
  • Clinical or organizational research and counseling or organizational relationships—confidentiality and informed consent.
  • Boundaries and the ethical use of power.
  • Efficacy of treatment and assessing outcomes.
  • Multicultural competence—ethical practice in an increasingly diverse world.
  • Confidentiality and implications of HIPAA and managed care in human services.
  • Multiple or dual relationships in human services professional practice.
  • Ethical practice working in collaboration with multiple agencies and organizations.
  • Ethical challenges working with groups, couples, families, or communities.
  • Competence and the ethics of self-care.
  • Other selected ethical issue to be approved by the instructor.

Once you have selected a topic, select the professional code of ethics (for example, the ethics code of the National Organization for Human Services, American Counseling Association, or the National Association of Social Workers) that you will use as your basis for analyzing the ethical issues involved.

In your assignment submission, include the following:

  • In a paragraph format, the topic you selected and a discussion of the ethical issues involved.
  • The ethical code you have selected to use and a discussion of the specific elements of that code of ethics that relate to your topic.
  • Three current empirical research articles (no more than five years old) addressing the selected topic and the ethical issues related to your selected code of ethics. Be sure that sufficient scholarly research exists before submitting your project topic. Cite and summarize each article, and indicate how it relates to your selected topic and ethical code.
  • Headings that correspond to the key points in the scoring rubrics. Review sections 3.02–3.03 of the APA manual (6th edition) for guidance on headings.
Assignment Requirements
  • Written communication: Written communication is free of errors that detract from the overall message.
  • APA formatting: Headings, references, and citations are formatted according to current APA style and formatting.
  • Length of paper: 3–5 typed, double-spaced pages, not counting the cover page and references.
  • Font and font size: Times New Roman, 12 point.

Unit2Disc1

Informed Consent

Review the scenarios in Exercise 3.2 on page 66 ***(SEE BELOW)***of your textbook and view any related media. In your initial post, discuss the purpose of informed consent and how it would apply to two of the scenarios. Respond to the following in relation to informed consent:

  • What are the ethical responsibilities of the human service professional in the scenarios you selected?
  • What are the ethical responsibilities of the human service professional to obtain informed consent for disclosures to a third party or for participation in research?
  • What are the risks or challenges with disclosure in a situation where there may be a reason to breach confidentiality (such as potential harm to the client or others)?

Exercise 3.2

An Issue of Informed Consent

Directions: Below you will find a number of scenarios involving a helper and a client for whom informed consent is an issue. As you read the scenarios, identify what, if anything, you would tell the client.

  • Scenario 1: Allison has been directed by her employer to go to counseling at their Employee Assistance Program (EAP) because of her “attitude at work.’’ The EAP has been directed to evaluate Allison for drug use and to make a report to the employer. What, if anything, should the EAP counselor tell the client?
  • Scenario 2: Timothy walks into his high school counselor’s office. Timothy says that he is thinking about running away from home. Further, he states that if he is unable to get away from his parents, he will “kill himself.” What information should the counselor convey to this client?
  • Scenario 3: A child psychiatrist is working with an 8-year-old child with severe attention deficit with hyperactivity. The child’s parent told him that this was an “allergy doctor” who may give him some “allergy” medicine. What do you feel the psychiatrist should tell the client?

Unit2Disc2

Working With Vulnerable Populations

Discuss issues and concerns related to working with vulnerable populations, such as children, the elderly, those who are incarcerated, or those with physical or mental impairments. Based on readings about vulnerable populations from the studies for this unit or other literature, discuss your understanding of voluntary consent and challenges when working with vulnerable populations. Identify specific laws and ethical standards in your state that apply to working with vulnerable populations, reporting child or elder abuse, and conducting research with vulnerable populations.

What possible publication sources exist for systematic literature review submissions? What are their requirements for publication?

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Revisiting Publication Options

As you have learned, there are a variety of ways to increase your professional presence. Some methods include maintaining a professional networking account (e.g, LinkedIn, Career Network, etc.), joining professional memberships and associations, attending academic and healthcare conferences, volunteering at local organizations, obtaining a professional certification, securing a respective license, maintaining professional development hours, joining the Purdue Alumni Association, and yes, you can even increase your professional presence by getting published.

While most people would cringe at this thought, you have just completed what most would consider unreachable. Yet, here you are…about to submit your final capstone project. It is the final piece of evidence that illustrates the exemplary work that you have contributed to reach this level. You are about to obtain your master’s degree in healthcare administration! Of course, this is the perfect time to submit your capstone research for possible publication. Considering you have completed most of the literary and research requirements in class, getting published is simply the process of putting everything together in the acceptable format required by the publisher.

For this week’s discussion, you will revisit your original publication options previously identified in the Unit 2 Discussion.

  • How have your perspectives changed regarding these possible publication opportunities? Discuss if your level of interest seeking publication has changed.

After learning more about developing a systematic literature review (Bettany-Saltikov, 2012), discuss how you can develop your capstone content into a systematic literature review for possible publication.

  • What elements are commonly found in a systematic literature review?
  • How can you can amend your capstone content into a systematic literature review for possible publication?
  • What possible publication sources exist for systematic literature review submissions? What are their requirements for publication?
  • If you plan on submitting your capstone research for possible publication, discuss your timeline for doing so.

Take a look at some examples of recently published systematic literature review, written in-part from Purdue University Global Health Sciences Instructor, Dr. Michael Mileski: (please access these via the Unit 8, For Discussion Library Reading List)

Mileski, M., Topinka, J., Lee, K., Brooks, M., McNeil, C., & Jackson, J. (2017). An investigation of quality improvement initiatives in decreasing the rate of avoidable 30-day, skilled nursing facility-to-hospital readmissions: a systematic review. Clinical Interventions In Aging, 12, 213–222.

Mileski, M., Lee, K., Maung, S., Nelson, D., Palomares, O., & Paredes, N. (2018). Prevention of methicillin-resistant staphylococcus aureus in neonatal intensive care units: A systematic review. ABNF Journal, 29(2), 46–53.

Mileski, M., Ayala, L., Campuzano, E., Joy, A., Ornelas, S., Ortiz, M., & Saenz, J. (2017). Quality of life considerations during cancer treatment in invasive ductal carcinoma patients: A systematic review. ABNF Journal, 28(1), 9–13.

Mileski, M., Kruse, C. S., Brooks, M., Haynes, C., Ying, C., Rodriguez, R., …Collingwood, Y. (2017). Factors concerning veterans with dementia, their caregivers, and coordination of care: A systematic literature review. Military Medicine, 182(11), e1904-e1911.

References

Bettany-Saltikov, J. (2012). How to do a systematic literature review in nursing: A step-by-step guide. Maidenhead, UK: McGraw-Hill Education.

What absolutely must be part of it; what can be omitted without loss? Give your best answer, and as always be sure to provide your reasons for believing it to be the best answer.

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Part I

The information that you will need for the discussion can be found in Case 14, p. 49; Case 11, p. 167; and Case 12a, p. 62 of Thinking Critically About Ethical Issues. For one of these cases, identify the parties and the moral issue(s) posed by religious belief, keeping an eye out for similarities that it shares with the other cases. Identify common ground. You may draw on any moral concepts discussed throughout the course: utility, duties, rights, virtues, and care.

Part II

In this week’s module we took a look at what is often called the ‘Euthyphro Dilemma’. Socrates is looking for that characteristic that makes all holy acts and only holy acts, holy. Acts we saw might have all sorts of characteristics. They might be done slowly, frequently, in the evenings, in the presence of many other people, few people, etc. Are any of these characteristics (being slow, frequent, occurring in the evenings, being done in the presence of many people, few people, etc.) absolutely required for an act to be holy, or are they just incidental? Think of an example of a holy action. What absolutely must be part of it; what can be omitted without loss? Give your best answer, and as always be sure to provide your reasons for believing it to be the best answer.

Request 2 part DB Response

Part I.

In case 14, p. 49 of Thinking Critically About ethical issues the parties involved are the Animal Lovers, the Priest, and the ten drowned cats. The moral issue here is that the priest violated what Locke calls “four basic natural rights” which are life, health, liberty, and property; when he decided to drown all ten cats al because he thought that they were too noisy and too messy (Ruggiero pg. 49). The priest believed that his act was “humane” and felt that there was nothing wrong with what he had done and did not seem to feel bad about it. Whether the priest should feel bad is determined by his beliefs. We could argue that he acted according to his Deontological Ethical belief. Deontology theorist “reject consequences as a basis for morality and instead focus upon duties” (Burnor & Raley pg. 151) The might have felt as though it was his duty to murder that cats and that it was morally appropriate for him to repurpose their use by fertilizing his rose bushes with the remains.

Part II.

Baptism is a Holy act that has elements that have elements to the process for it to be considered holy. You absolutely must be submerged in water; without water, the baptism cannot happen. It must be done by bishop, priest, or deacon. Most wear white during the act, but I do believe it could be omitted without much loss.

Works Cited

Ruggiero, Vincent Ryan. Thinking Critically about Ethical Issues. New York: McGraw-Hill, 2012. 166. Print

Burnor, Richard and Yvonne Raley. Ethical Choices. New York: Oxford University, 2011. Print

Identify common ground. You may draw on any moral concepts discussed throughout the course: utility, duties, rights, virtues, and care.

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Discussion Question

Part I

The information that you will need for the discussion can be found in Case 14, p. 49; Case 11, p. 167; and Case 12a, p. 62 of Thinking Critically About Ethical Issues. For one of these cases, identify the parties and the moral issue(s) posed by religious belief, keeping an eye out for similarities that it shares with the other cases. Identify common ground. You may draw on any moral concepts discussed throughout the course: utility, duties, rights, virtues, and care.

Part II

In this week’s module we took a look at what is often called the ‘Euthyphro Dilemma’. Socrates is looking for that characteristic that makes all holy acts and only holy acts, holy. Acts we saw might have all sorts of characteristics. They might be done slowly, frequently, in the evenings, in the presence of many other people, few people, etc. Are any of these characteristics (being slow, frequent, occurring in the evenings, being done in the presence of many people, few people, etc.) absolutely required for an act to be holy, or are they just incidental? Think of an example of a holy action. What absolutely must be part of it; what can be omitted without loss? Give your best answer, and as always be sure to provide your reasons for believing it to be the best answer.

Request 2 part DB Response

Part 1:

In case 12a on page 62 of our Critical Thinking textbooks the parties involved are the Chrisitan missionary and the members of the primitive jungle settlement. The moral issue posed by religious belief is that the idea that extramarital promiscuity is wrong. According to Divine Command Theory we can focus on this situation from either an autonomous moral standard or traditional divine command theory perspective, both view that “right and good depends on what God commands” (module 8). According to the text, “if we accept the autonomy thesis, then there exists a moral standard independent of God” (Burnor and Raley 281). This implies that the perceived sin of extramarital relations is part of a set of rules and “there is a standard, independent of God” (Burnor and Raley 281). However, traditional divine theory could suggest that extramarital promiscuity is okay so long as God says it’s okay “anything could thus be made right just as long as God wills or commands it” (Burnor and Raley 281). Something all three cases have in common is clash of religious and social morals. Just because Christianity frowns upon adultery, doesn’t make it universalizable. As we learned with “(Popular) Relativism: there can be different moral standards for different societies” (Burnor and Raley 26). The practice of polygamy can be found in more than one religion worldwide, and perhaps because of the isolation of the jungle settlement, members must keep the gene pool diverse to fight against the deformities too much incest would cause. Although the Christian missionary is there to promote their Christian values, the right the settlement natives have to their way of life is protected under the United Nations Universal Declaration of Human Rights which “gives rights of: life, liberty, and security of the person including religion and thought…these rights belong to any hunan individual, no matter what country they belong to” (Module 5).

Part 2:

A characteristic of an act to be holy, is: good and pure intentions. A holy act, even if the person in action receives a benefit from their action, must come from a place of selflessness where they only acted out of good (and pure) intentions. A holy action could be the building of a school in an underdeveloped country. The fact that a school is being built in this area is a good thing, no matter what the intentions are behind it. However, when done by “someone who perfectly embodies Kantian or utilitarian moral ideals-a moral saint” (Burnor and Raley 231) then the act can also be holy. I believe this is the best answer because along with action, one must also come from a good and loving place and since God carries out his will with good and love for us, it should be our goal to emulate what he wants us to be as much as possible.

works cited:

Raley, Richard Burnor/Yvonne. Ethical Choices. New York: Oxford University Press, 2017.