Term
|
Definition
- no definition adequately specifies precise boundaries for the concept of "mental disorder"
- Different situations call for different definitions
- "Clinically significant behavior or psychological syndrome or pattern that occurs in an individual and that is associated with present distress, or disability, or with a significantly increased risk of suffering death, pain, disability, or an important loss of freedom, not culturally sanctioned response to an event
- whatever the original cause it must currently be considered a manifestation of a behavioral, psychological, or biological dysfunction in the individual |
|
|
Term
|
Definition
Axis 1 Clinical disorders
Axis 2 Personality Disorders
Mental Retardation
Axis 3 General medical conditions
Axis 4 Psychosocial and Environmental
Problems
Axis 5 Global Assessment of
Functioning |
|
|
Term
| Defense Mechanisms and Coping Skills |
|
Definition
- acting out
- affiliation
- altruism
- anticipation
- autistic fantasy
- denial
- devaluation
- displacement
- dissociation
- help-rejecting complaining
- humor
- idealization
- intellectualization
- isolation of affect
- omnipotence
- passive aggressive
- projection
- projective identification
- rationalization
- reaction formation
- repression
- self assertion
- self observation
- splitting
- sublimation
- suppression
- undoing |
|
|
Term
|
Definition
| Blunted, Flat, Inappropriate, Labile, Restricted or Constricted |
|
|
Term
|
Definition
| - significant reduction in the intensity of emotional expression |
|
|
Term
|
Definition
| absence of near absence of any signs of affective expression |
|
|
Term
|
Definition
| abnormal variability in affect with repeated, rapid, and abrupt shifts in affective expression |
|
|
Term
| restricted or constricted |
|
Definition
| mild reduction in the range and intensity of emotional expression |
|
|
Term
|
Definition
| a chemical entity that acts on a receptor and produces maximal effect that comes with stimulated the receptor |
|
|
Term
|
Definition
| impoverishment in thinking that is inferred from observing speech and language behavior |
|
|
Term
|
Definition
| impairment in understanding or speaking due to injury or disease of the brain centers involved in language |
|
|
Term
|
Definition
| partial or complete loss of coordination of voluntary muscular movement |
|
|
Term
|
Definition
| inability to initiate and persist in goal-directed activities |
|
|
Term
|
Definition
| bizarre, delusional jealousy, erotomanic, mood congruent, mood incongruent, of being controlled, of reference, persecutory, somatic, though broadcasting, thought insertion |
|
|
Term
|
Definition
| auditory, gustatory, mood congruent, mood incongruent, olfactory, somatic, tactile, and visual |
|
|
Term
|
Definition
| dysphoric, elevated, euthymic, expansive, and irritable |
|
|
Term
|
Definition
| enduring patterns of perceiving, relating to, and thinking about the environment and oneself |
|
|
Term
|
Definition
| an early or premonitory sign or symptom of a disorder |
|
|
Term
|
Definition
| loss of ego boundaries or a gross impairment in reality testing |
|
|
Term
|
Definition
| an objective manifestation of a pathological condition. Signs are observed by the examiner rather than reported by the affected individual |
|
|
Term
|
Definition
| - a subjective manifestation of a pathological condition. Symptoms are reported by the affected individual rather than observed by the examiner |
|
|
Term
|
Definition
| a grouping of signs and symptoms based on their frequent co occurrence that may suggest a common underlying pathogenesis, course, familial pattern, or treatment selection |
|
|
Term
NEXT FEW USUALLY DIAGNOSED IN INFANCY, CHILDHOOD, OR ADOLESCENTS
Mental retardation |
|
Definition
- subaverage intellectual thinking (an IQ of approx. 70 or below)
- onset before age 18
- impairment of deficits in adaptive functioning
- separate codes for mild, moderate, severe, profound, mental retardation, severity unspecified |
|
|
Term
|
Definition
| - characterized by academic functioning below persons age, measured intelligence, and age appropriate education |
|
|
Term
|
Definition
- includes developmental coordination disorder
- motor ability substantially lower given the persons age and measured intelligence |
|
|
Term
|
Definition
| - include expressive language disorder, mixed receptive expressive language disorder, phonological disorder, stuttering, and communication disorder not otherwise specified |
|
|
Term
| Pervasive Developmental Disorder |
|
Definition
- includes impairment in recipricol social interaction, impairment in communication, and the presence of stereotyped behavior, interests, and activities
- Autistic disorder, retts disorder, childhood disintegrative disorder, aspergers disorder, and pervasive developmental disorder not otherwise specified |
|
|
Term
| Attention deficit and disruptive behaviors disorders |
|
Definition
- ADHD disorders and subtypes
- predominantly inattentive type, predominantly hyperactive impulse type, and combined type
- Disruptive behaviors: conduct disorder, oppositional deviance, two not other wise specified ADHD and Disruptive Behavior |
|
|
Term
| Feeding and Eating Disorders of Infancy and Early Childhood |
|
Definition
| - pica, rumination disorder, and feeding disorder or infancy or early childhood |
|
|
Term
|
Definition
- vocal and/or motor tics
- Tourettes disorder, chronic motor or vocal tic disorder, transient tic disorder, and Tic disorder not otherwise specified |
|
|
Term
|
Definition
- encopresis: passing feces in inappropriate places
- Enuresis: urinating into inappropriate places |
|
|
Term
| Other Disorders of Infancy, Childhood, or Adolescents |
|
Definition
- other disorders not listed in above categories
- Separation Anxiety Disorders, Selective mutism, reactive attachment disorder, stereotypic movement disorder, disorder of infancy, childhood, or adolescents not otherwise specifies |
|
|
Term
|
Definition
Level I: Basic Survival: Solution Focused
Level II:Structure and Organization: Systems Theory
Level III: Space and Boundaries: Bowen, Structural (Minuchin)
Level IV: Richness and Quality: Life Coaching, Gottman |
|
|
Term
|
Definition
- Influence between people and environment
- Transactions, life stress, coping, habitat, niche, relatedness, adaptations |
|
|
Term
| Family Systems: Wholeness, Feedback Loops, Equifinality, Circular causality, wholeness/synergy |
|
Definition
Wholeness: Change in one part will cause change in other parts
Feedback Loops: Input from family members or environment regarding behavior (negative to maintain homeostasis and positive to promote change)
- Equifinality: Same results reach via several means
- Circular causality: cause and effect are not linear
- Wholeness/synergy: The system is greater than the sum of its parts |
|
|
Term
| Systems Theory: Mutual reciprocity/interdependence and equifinality |
|
Definition
- Mutual reciprocity/interdependence: when something effects one part of the system, it effects all parts of the system; but they may not all be effected equally
- Equifinality: each member has a role to accomplish the goal |
|
|
Term
| Systems Theory: Homeostasis and Morphogenesis |
|
Definition
Homeostasis (same/steady state): status quo/equilibrium
Morphogenisis: when something disrupts/threatens homeostasis and the system changes to compensate |
|
|
Term
| A system must have three components: |
|
Definition
1. boundaries that distinguish it from its environment
2. A common purpose/Function
3. Interaction among its members |
|
|
Term
|
Definition
- Human interactions are seen in terms of meaning. Reality is constructed, not real.
- Reality is formed by stories, narratives, to develop meaning in everyday life
- Absolutism (opposite of social constructionism: there is a fixed reality)
- Narrative therapy |
|
|
Term
| Biestek's Seven Principals |
|
Definition
- Principals of functional relationships between clinician and client
1.Individualization
2.Purposeful Expression of Feelings
3.Controlled emotional Involvement
4.Acceptance
5.Non-judgmental Attitude
6.Self-Determination
7.Confidentiality
8.Cultural Competence |
|
|
Term
French and Raven 5 Sources of Power
LERRP |
|
Definition
- Legitimate Power: police, authoritative organizations, judges, doctors, parents, the role grants the individual power
- Expert Power: therapist, professional, clients give you power because they trust your professional standing
- Referent Power: Power comes from charisma, or others trying to be like you. Celebrities
- Reward Power: when others think you have the ability to reward them, they will give you power. Work for money; church for spiritual blessings.
- Punishment power: we offer power to others in order to avoid negative consequences |
|
|
Term
|
Definition
Exist with their basic needs met
Treatment that is fair and equal
Have free choice and freedom
Injury that is minimal or nonexistent
Cultivate a good quality of life
Secure their privacy (confidentiality)
for
Understand available information (informed consent) |
|
|
Term
|
Definition
2007 family of four 21,386
- poverty level defined by the U.S. government using factors such as income before taxes, family composition and size. |
|
|
Term
|
Definition
| - A problem faced by families impoverished for 8 out of 10 years. |
|
|
Term
| NASW six purposes of Code of Ethics |
|
Definition
- To identify the core values of social work (Longest and most in depth: the responsibility to the clients
- To summarize broad ethical principals reflecting these values and set standards
- To identify relevant considerations and conflicts
- To provide ethical standards for which the profession is accountable
- To socialize new practitioners to social work's mission, values, ethical principals, and ethical standards
- To articulate the standards used to assess unethical conduct |
|
|
Term
|
Definition
| Unattached young adult -> the formation of the dyadic relationship -> the family with young children -> family with adolescents -> the family launching children -> the family with older members -> the family in later years |
|
|
Term
|
Definition
- clearly stated mutual, realistic, achievable, measurable goals
- Specific action steps or tasks to be done by the parents, older children, and practitioner to achieve the goals
- tangible or emotional payoffs for each task accomplished
- Specific time frames for accomplishing the tasks and goals
- Contract must be jointly developed by the parents and clinician and signed by all members |
|
|
Term
| Structural Family Therapy: Minuchin |
|
Definition
|
|
Term
| Steps for minuchin: Structural Family Therapy |
|
Definition
1. Decentralize presenting problem and symptom bearer
2. Explore family pattern that maintains presenting problem
3. Explore what key family members bring from the past that still influences the present
4. Redefine the problem and open up options |
|
|
Term
|
Definition
| - on a continuum from rigid boundaries (disengaged families) to diffused boundaries (enmeshed families) |
|
|
Term
|
Definition
- who aligns with who?
- do a genogram
- Problem: parentified child, subsystems, trangulation
- Everyone does triangles the question is when. Dysfunctional families use triangles more often |
|
|
Term
|
Definition
- Who has the power
- Triangle: recognize the triangle, point out the process, how do we find another way to solve the conflict |
|
|
Term
|
Definition
Focuses a lot on triangles
Try to get the parents to work together and the kids to work together |
|
|
Term
|
Definition
- at least 1/2 of all marriages are remarriages for at least one partner
- 60 percent of all remarriages end in divorce because of the children |
|
|
Term
| 6 Major Challenges that must be negotiated in the process of becoming a stepfamily |
|
Definition
1. Outsiders verse insiders
2. Boundary Disputes
3. Power Issues
4. Conflicting Loyalties
5. Rigid Triangles
6. Unity Verses fragmentation of the new couple relationship |
|
|
Term
| Structural achievements in Step families that are necessary |
|
Definition
1. Forging a strong couple bond
2. Developing a mutually satisfying relationship between the stepparent and the children
- remarried families are most successful with stepparents do no try to take over as parent but do act in a supportive role |
|
|
Term
|
Definition
- Psychoanalytic Theory of Personality
- Personality according to Freud consists of the id (pleasure principle), the ego (mediator/reality principle) and the Superego: conscious and ego ideal (morality/parental principal)
- Unconscious, pre-conscious, and conscious
- Free associations, dream work, Oedipus and electra complex (Phallic stage), stages of psychosexual development |
|
|
Term
| Freud Stages of Psychosexual Development |
|
Definition
| Anal (0-1), Oral (2-3), Phallic (3-6), Latency (6-11), Genital (12-adulthood) |
|
|
Term
| Anna Freud Defense Mechanisms |
|
Definition
Repression is the unconscious pushing of anxiety-producing thoughts and issues out of the conscious and into the unconscious.
Compensation is the seeking of success in one area of life as a substitute for success in another area of life in which the individual is barred from excelling because of personal or environmental barriers.
Conversion is a mechanism by which anxiety is transformed into a physical dysfunction such as paralysis or blindness that does not have a physiological basis.
Denial is a refusal to acknowledge an aspect of reality, including one's experience, because to do so would result in overwhelming anxiety.
Displacement is a shifting of negative feelings one has about a person or situation onto a different person or situation.
Identification is a mechanism by which anxiety is handled through identifying with the person or thing producing the anxiety, such as "identifying with a kidnapper" .
Isolation of Affect is a mechanism by which painful feelings are separated from the incident that triggered them initially.
Intellectualization is a mechanism by which anxiety is handled through talking and thinking about issues rather than dealing with the underlying feelings.
Projection is a mechanism by which one's own negative characteristics are denied and instead seen as being characteristics of someone else.
Rationalization is a mechanism by which a person substitutes a more socially acceptable reason for an action for the actual reason.
Reaction Formation is adopting a behavior that is the antithesis of the instinctual urge (e.g. acting as if one has deep sympathies for an oppressed group when the individual actually has significant prejudices against that group).
Regression is reverting to more primitive modes of coping associated with earlier and safer developmental periods.
Sublimation is a mechanism by which intolerable drives or desires are diverted into activities which are acceptable.
Substitution is a mechanism by which a person replaces an unacceptable goal with an acceptable one.
Undoing is a mechanism by which an individual engages in a repetitious ritual in an attempt to reverse an action previously taken. |
|
|
Term
|
Definition
- Ego Pschology
- Believe Freud failed to identify “healthy personality” also believe unlike Freud that development continues throughout the lifespan
- Psychosocial Stages: 5 stages of childhood and 3 stages of adulthood |
|
|
Term
| Erickson Stage of Pscyhosocial Development |
|
Definition
Stage 1: Trust vs. Mistrust (birth-1 year) Food Caregiver Reliability
Stage 2: Autonomy vs. Shame and Doubt (2-3 years) toilet training
Stage 3: Initiative vs. Guilt (3-6 years).
Stage 4: Industry vs. Inferiority (6-11 years). School-aged children have a need to engage in worthwhile activities that require them to stick with a task to completion.
Stage 5: Identity vs. Identify Diffusion (12-18 years). Although this is the focal conflict of adolescence, identity conflicts can occur at any age.
Stage 6: Intimacy vs. Isolation (early adulthood: 19-mid -20s). T
Stage 7: Generativity vs. Stagnation/Self-Absorption (middle age: late 20s-50s).
Stage 8: Integrity vs. Despair (old age: 60s and beyond). |
|
|
Term
|
Definition
COGNITIVE DEVELOPMENT Piaget was interested in why children give the particular answers they give in tests of cognitive ability.
Assimilation, which Piaget described as the incorporation of aspects of one's environment into an existing thought structure.
Accommodation refers to modifying current thought structure to incorporate a new perceived feature of the environment.
Piaget developed a stage model of how children's cognitive abilities develop over time (4 stages)
- Schemas |
|
|
Term
| Piaget Stages of Cognitive Development |
|
Definition
sensorimotor (0-2)
Pre-Operational (2-7)
Concrete Operations (7-11)
Formal Operations (11-adulthood) |
|
|
Term
|
Definition
- Moral Development
- 3 levels and 6-stage model of moral judgment |
|
|
Term
| Kohlberg stages of moral judgement |
|
Definition
1. Pre-Conventional Morality (What's in it for me?)
2. Conventional Morality (Wants to Conform to Society)
3. Post-Conventional Morality (Based on Abstract Principle) |
|
|
Term
|
Definition
ATTACHMENT THEORY
Built on Spitz "Anaclitic depression"
The nature of our caregivers is the blueprint for future relationships
- Separation anxiety, stranger anxiety, Phases of prolonged separation (protest, despair/depression, detachment, anaclitic)
Characteristics of attachment: proximity maintenance, safe haven, secure base, separation distress |
|
|
Term
|
Definition
- SEPARATION-INDIVIDUATION PROCESS
(also referred to as Psychological Birth of the Infant)
- Much of her work focused on Object Relations |
|
|
Term
|
Definition
- Hierarchy of Needs
- Maslow viewed the needs of human beings as being hierarchical. He listed these needs as physiological needs (oxygen, water, food, sleep, sex), safety needs (protection, security, structure, predictability), belonging (affection, identification with a group, friendships, intimacy), esteem (respect, recognition, appreciation), self-actualization (developing full potential). |
|
|
Term
|
Definition
-Classical or Respondent Conditioning
-Unconditioned Stimulus: a stimulus that innately evokes a response in
the organism (e.g. the meat powder that Pavlov presented to his dogs
that resulted in the unconditioned or innate response of salivation)
Unconditioned Response: an innate response to a stimulus (e.g. the
salivation of Pavlov's dogs when presented with the unconditioned
stimulus of the meat powder)
Conditioned Stimulus: a stimulus that does not innately evoke a response in an organism but that the organism learns to respond to because it has been paired in the past with an unconditioned stimulus (e.g. Pavlov's dogs learned to respond to the ringing of a bell because the bell had been repeatedly paired with the presentation of the meat powder)
Conditioned Response: the organism's learned response to a conditioned stimulus (e.g. Pavlov's dogs learned response to the ringing of the bell was salivation) |
|
|
Term
|
Definition
- Operant Conditioning
- There are four types of operant conditioning: positive reinforcement, negative reinforcement, punishment, and extinction.
- Differs from Pavlov with "voluntary" verse "involuntary" responses
- Reinforcement= an increase in behavior
- Punishment/extinction= a decrease in behavior |
|
|
Term
|
Definition
- Personality development, importance of BIRTH ORDER, self image, and methods of psychoanalysis
- Unlike Freud have an equal patient-therapist interaction |
|
|
Term
|
Definition
- Behaviorism
- "Little Albert": conditioned a child to fear white furry animals
- Observable behavior is more important than emotional or mental
- Focused on behavior shaping with children |
|
|
Term
|
Definition
-Child Development
- Focus on children's learning processes and the use of language in learning
- Believe children learn through trial and error rather than be told what to do (e.g. social interaction, group conversation, and oral and written expression in the classroom) |
|
|
Term
|
Definition
- Social Psychology, Organizational Management, and Applied Psychology
- Nature + Nurture= shaping of an individual |
|
|
Term
|
Definition
- Attachment/Anaclitic Depression
- Anaclitic depression is a special form of depression that develops in infants who initially have a supportive and caring mother but who are removed from her care for one reason or another. "Hospitalism" failure to thrive
- Smiling response, stranger anxiety, semantic communication |
|
|
Term
|
Definition
- Person In Environment
- James Karl and Karen Wandrei
- Creates uniform statements about social, environmental, mental and physical health problems, and current strengths
- Looks at problems in terms of duration, severity, and the clients ability to cope or problem solve |
|
|
Term
|
Definition
|
|
Term
|
Definition
service
social justice
dignity and worth of the person
importance of human relationships
integrity
competence |
|
|
Term
| Purpose of Code of Ethics |
|
Definition
| The Code offers a set of values, principles, and standards to guide decision making and conduct when ethical issues arise. |
|
|
Term
|
Definition
Ethical Principle: Social workers’ primary goal is to help people in need and to address social problems.
Social workers elevate service to others above selfinterest. Social workers draw on their knowledge, values, and skills to help people in need and to address social problems. Social workers are encouraged to volunteer some portion of their professional skills with no expectation of significant financial return (pro bono service). |
|
|
Term
|
Definition
Ethical Principle: Social workers challenge social injustice.
Social workers pursue social change, particularly with and on behalf of vulnerable and oppressed individuals and groups of people. Social workers’ social change efforts are focused primarily on issues of poverty, unemployment, discrimination, and other forms of social injustice. These activities seek to promote sensitivity to and knowledge about oppression and cultural and ethnic diversity. Social workers strive to ensure access to needed information, services, and resources; equality of opportunity; and meaningful participation in decision making for all people. |
|
|
Term
| Value: Dignity and Worth of the Person |
|
Definition
Ethical Principle: Social workers respect the inherent dignity and worth of the person.
Social workers treat each person in a caring and respectful fashion, mindful of individual differences and cultural and ethnic diversity. Social workers promote clients’ socially responsible selfdetermination. Social workers seek to enhance clients’ capacity and opportunity to change and to address their own needs. Social workers are cognizant of their dual responsibility to clients and to the broader society. They seek to resolve conflicts between clients’ interests and the broader society’s interests in a socially responsible manner consistent with the values, ethical principles, and ethical standards of the profession. |
|
|
Term
| Value: Importance of Human Relationships |
|
Definition
Value: Integrity
Ethical Principle: Social workers behave in a trustworthy manner.
Social workers are continually aware of the profession’s mission, values, ethical principles, and ethical standards and practice in a manner consistent with them. Social workers act honestly and responsibly and promote ethical practices on the part of the organizations with which they are affiliated.
Value: Competence
Ethical Principle: Social workers practice within their areas of competence and develop and enhance their professional expertise.
Social workers continually strive to increase their professional knowledge and skills and to apply them in practice. Social workers should aspire to contribute to the knowledge base of the profession.
Ethical Standards
The following ethical standards are relevant to the professional activities of all social workers. These standards concern (1) social workers’ ethical responsibilities to clients, (2) social workers’ ethical responsibilities to colleagues, (3) social workers’ ethical responsibilities in practice settings, (4) social workers’ ethical responsibilities as professionals, (5) social workers’ ethical responsibilities to the social work profession, and (6) social workers’ ethical responsibilities to the broader society.
Some of the standards that follow are enforceable guidelines for professional conduct, and some are aspirational. The extent to which each standard is enforceable is a matter of professional judgment to be exercised by those responsible for reviewing alleged violations of ethical standards.
1. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES TO CLIENTS
1.01 Commitment to Clients
Social workers’ primary responsibility is to promote the wellbeing of clients. In general, clients’ interests are primary. However, social workers’ responsibility to the larger society or specific legal obligations may on limited occasions supersede the loyalty owed clients, and clients should be so advised. (Examples include when a social worker is required by law to report that a client has abused a child or has threatened to harm self or others.)
1.02 SelfDetermination
Social workers respect and promote the right of clients to selfdetermination and assist clients in their efforts to identify and clarify their goals. Social workers may limit clients’ right to selfdetermination when, in the social workers’ professional judgment, clients’ actions or potential actions pose a serious, foreseeable, and imminent risk to themselves or others.
1.03 Informed Consent
(a) Social workers should provide services to clients only in the context of a professional relationship based, when appropriate, on valid informed consent. Social workers should use clear and understandable language to inform clients of the purpose of the services, risks related to the services, limits to services because of the requirements of a thirdparty payer, relevant costs, reasonable alternatives, clients’ right to refuse or withdraw consent, and the time frame covered by the consent. Social workers should provide clients with an opportunity to ask questions.
(b) In instances when clients are not literate or have difficulty understanding the primary language used in the practice setting, social workers should take steps to ensure clients’ comprehension. This may include providing clients with a detailed verbal explanation or arranging for a qualified interpreter or translator whenever possible.
(c) In instances when clients lack the capacity to provide informed consent, social workers should protect clients’ interests by seeking permission from an appropriate third party, informing clients consistent with the clients’ level of understanding. In such instances social workers should seek to ensure that the third party acts in a manner consistent with clients’ wishes and interests. Social workers should take reasonable steps to enhance such clients’ ability to give informed consent.
(d) In instances when clients are receiving services involuntarily, social workers should provide information about the nature and extent of services and about the extent of clients’ right to refuse service.
(e) Social workers who provide services via electronic media (such as computer, telephone, radio, and television) should inform recipients of the limitations and risks associated with such services.
(f) Social workers should obtain clients’ informed consent before audiotaping or videotaping clients or permitting observation of services to clients by a third party.
1.04 Competence
(a) Social workers should provide services and represent themselves as competent only within the boundaries of their education, training, license, certification, consultation received, supervised experience, or other relevant professional experience.
(b) Social workers should provide services in substantive areas or use intervention techniques or approaches that are new to them only after engaging in appropriate study, training, consultation, and supervision from people who are competent in those interventions or techniques.
(c) When generally recognized standards do not exist with respect to an emerging area of practice, social workers should exercise careful judgment and take responsible steps (including appropriate education, research, training, consultation, and supervision) to ensure the competence of their work and to protect clients from harm.
1.05 Cultural Competence and Social Diversity
(a) Social workers should understand culture and its function in human behavior and society, recognizing the strengths that exist in all cultures.
(b) Social workers should have a knowledge base of their clients’ cultures and be able to demonstrate competence in the provision of services that are sensitive to clients’ cultures and to differences among people and cultural groups.
(c) Social workers should obtain education about and seek to understand the nature of social diversity and oppression with respect to race, ethnicity, national origin, color, sex, sexual orientation, gender identity or expression, age, marital status, political belief, religion, immigration status, and mental or physical disability.
1.06 Conflicts of Interest
(a) Social workers should be alert to and avoid conflicts of interest that interfere with the exercise of professional discretion and impartial judgment. Social workers should inform clients when a real or potential conflict of interest arises and take reasonable steps to resolve the issue in a manner that makes the clients’ interests primary and protects clients’ interests to the greatest extent possible. In some cases, protecting clients’ interests may require termination of the professional relationship with proper referral of the client.
(b) Social workers should not take unfair advantage of any professional relationship or exploit others to further their personal, religious, political, or business interests.
(c) Social workers should not engage in dual or multiple relationships with clients or former clients in which there is a risk of exploitation or potential harm to the client. In instances when dual or multiple relationships are unavoidable, social workers should take steps to protect clients and are responsible for setting clear, appropriate, and culturally sensitive boundaries. (Dual or multiple relationships occur when social workers relate to clients in more than one relationship, whether professional, social, or business. Dual or multiple relationships can occur simultaneously or consecutively.)
(d) When social workers provide services to two or more people who have a relationship with each other (for example, couples, family members), social workers should clarify with all parties which individuals will be considered clients and the nature of social workers’ professional obligations to the various individuals who are receiving services. Social workers who anticipate a conflict of interest among the individuals receiving services or who anticipate having to perform in potentially conflicting roles (for example, when a social worker is asked to testify in a child custody dispute or divorce proceedings involving clients) should clarify their role with the parties involved and take appropriate action to minimize any conflict of interest.
1.07 Privacy and Confidentiality
(a) Social workers should respect clients’ right to privacy. Social workers should not solicit private information from clients unless it is essential to providing services or conducting social work evaluation or research. Once private information is shared, standards of confidentiality apply.
(b) Social workers may disclose confidential information when appropriate with valid consent from a client or a person legally authorized to consent on behalf of a client.
(c) Social workers should protect the confidentiality of all information obtained in the course of professional service, except for compelling professional reasons. The general expectation that social workers will keep information confidential does not apply when disclosure is necessary to prevent serious, foreseeable, and imminent harm to a client or other identifiable person. In all instances, social workers should disclose the least amount of confidential information necessary to achieve the desired purpose; only information that is directly relevant to the purpose for which the disclosure is made should be revealed.
(d) Social workers should inform clients, to the extent possible, about the disclosure of confidential information and the potential consequences, when feasible before the disclosure is made. This applies whether social workers disclose confidential information on the basis of a legal requirement or client consent.
(e) Social workers should discuss with clients and other interested parties the nature of confidentiality and limitations of clients’ right to confidentiality. Social workers should review with clients circumstances where confidential information may be requested and where disclosure of confidential information may be legally required. This discussion should occur as soon as possible in the social workerclient relationship and as needed throughout the course of the relationship.
(f) When social workers provide counseling services to families, couples, or groups, social workers should seek agreement among the parties involved concerning each individual’s right to confidentiality and obligation to preserve the confidentiality of information shared by others. Social workers should inform participants in family, couples, or group counseling that social workers cannot guarantee that all participants will honor such agreements.
(g) Social workers should inform clients involved in family, couples, marital, or group counseling of the social worker’s, employer’s, and agency’s policy concerning the social worker’s disclosure of confidential information among the parties involved in the counseling.
(h) Social workers should not disclose confidential information to thirdparty payers unless clients have authorized such disclosure.
(i) Social workers should not discuss confidential information in any setting unless privacy can be ensured. Social workers should not discuss confidential information in public or semipublic areas such as hallways, waiting rooms, elevators, and restaurants.
(j) Social workers should protect the confidentiality of clients during legal proceedings to the extent permitted by law. When a court of law or other legally authorized body orders social workers to disclose confidential or privileged information without a client’s consent and such disclosure could cause harm to the client, social workers should request that the court withdraw the order or limit the order as narrowly as possible or maintain the records under seal, unavailable for public inspection.
(k) Social workers should protect the confidentiality of clients when responding to requests from members of the media.
(l) Social workers should protect the confidentiality of clients’ written and electronic records and other sensitive information. Social workers should take reasonable steps to ensure that clients’ records are stored in a secure location and that clients’ records are not available to others who are not authorized to have access.
(m) Social workers should take precautions to ensure and maintain the confidentiality of information transmitted to other parties through the use of computers, electronic mail, facsimile machines, telephones and telephone answering machines, and other electronic or computer technology. Disclosure of identifying information should be avoided whenever possible.
(n) Social workers should transfer or dispose of clients’ records in a manner that protects clients’ confidentiality and is consistent with state statutes governing records and social work licensure.
(o) Social workers should take reasonable precautions to protect client confidentiality in the event of the social worker’s termination of practice, incapacitation, or death.
(p) Social workers should not disclose identifying information when discussing clients for teaching or training purposes unless the client has consented to disclosure of confidential information.
(q) Social workers should not disclose identifying information when discussing clients with consultants unless the client has consented to disclosure of confidential information or there is a compelling need for such disclosure.
(r) Social workers should protect the confidentiality of deceased clients consistent with the preceding standards.
1.08 Access to Records
(a) Social workers should provide clients with reasonable access to records concerning the clients. Social workers who are concerned that clients’ access to their records could cause serious misunderstanding or harm to the client should provide assistance in interpreting the records and consultation with the client regarding the records. Social workers should limit clients’ access to their records, or portions of their records, only in exceptional circumstances when there is compelling evidence that such access would cause serious harm to the client. Both clients’ requests and the rationale for withholding some or all of the record should be documented in clients’ files.
(b) When providing clients with access to their records, social workers should take steps to protect the confidentiality of other individuals identified or discussed in such records.
1.09 Sexual Relationships
(a) Social workers should under no circumstances engage in sexual activities or sexual contact with current clients, whether such contact is consensual or forced.
(b) Social workers should not engage in sexual activities or sexual contact with clients’ relatives or other individuals with whom clients maintain a close personal relationship when there is a risk of exploitation or potential harm to the client. Sexual activity or sexual contact with clients’ relatives or other individuals with whom clients maintain a personal relationship has the potential to be harmful to the client and may make it difficult for the social worker and client to maintain appropriate professional boundaries. Social workers—not their clients, their clients’ relatives, or other individuals with whom the client maintains a personal relationship—assume the full burden for setting clear, appropriate, and culturally sensitive boundaries.
(c) Social workers should not engage in sexual activities or sexual contact with former clients because of the potential for harm to the client. If social workers engage in conduct contrary to this prohibition or claim that an exception to this prohibition is warranted because of extraordinary circumstances, it is social workers—not their clients—who assume the full burden of demonstrating that the former client has not been exploited, coerced, or manipulated, intentionally or unintentionally.
(d) Social workers should not provide clinical services to individuals with whom they have had a prior sexual relationship. Providing clinical services to a former sexual partner has the potential to be harmful to the individual and is likely to make it difficult for the social worker and individual to maintain appropriate professional boundaries.
1.10 Physical Contact
Social workers should not engage in physical contact with clients when there is a possibility of psychological harm to the client as a result of the contact (such as cradling or caressing clients). Social workers who engage in appropriate physical contact with clients are responsible for setting clear, appropriate, and culturally sensitive boundaries that govern such physical contact.
1.11 Sexual Harassment
Social workers should not sexually harass clients. Sexual harassment includes sexual advances, sexual solicitation, requests for sexual favors, and other verbal or physical conduct of a sexual nature.
1.12 Derogatory Language
Social workers should not use derogatory language in their written or verbal communications to or about clients. Social workers should use accurate and respectful language in all communications to and about clients.
1.13 Payment for Services
(a) When setting fees, social workers should ensure that the fees are fair, reasonable, and commensurate with the services performed. Consideration should be given to clients’ ability to pay.
(b) Social workers should avoid accepting goods or services from clients as payment for professional services. Bartering arrangements, particularly involving services, create the potential for conflicts of interest, exploitation, and inappropriate boundaries in social workers’ relationships with clients. Social workers should explore and may participate in bartering only in very limited circumstances when it can be demonstrated that such arrangements are an accepted practice among professionals in the local community, considered to be essential for the provision of services, negotiated without coercion, and entered into at the client’s initiative and with the client’s informed consent. Social workers who accept goods or services from clients as payment for professional services assume the full burden of demonstrating that this arrangement will not be detrimental to the client or the professional relationship.
(c) Social workers should not solicit a private fee or other remuneration for providing services to clients who are entitled to such available services through the social workers’ employer or agency.
1.14 Clients Who Lack DecisionMaking Capacity
When social workers act on behalf of clients who lack the capacity to make informed decisions, social workers should take reasonable steps to safeguard the interests and rights of those clients.
1.15 Interruption of Services
Social workers should make reasonable efforts to ensure continuity of services in the event that services are interrupted by factors such as unavailability, relocation, illness, disability, or death.
1.16 Termination of Services
(a) Social workers should terminate services to clients and professional relationships with them when such services and
relationships are no longer required or no longer serve the clients’ needs or interests.
(b) Social workers should take reasonable steps to avoid abandoning clients who are still in need of services. Social workers should withdraw services precipitously only under unusual circumstances, giving careful consideration to all factors in the situation and taking care to minimize possible adverse effects. Social workers should assist in making appropriate arrangements for continuation of services when necessary.
(c) Social workers in feeforservice settings may terminate services to clients who are not paying an overdue balance if the financial contractual arrangements have been made clear to the client, if the client does not pose an imminent danger to self or others, and if the clinical and other consequences of the current nonpayment have been addressed and discussed with the client.
(d) Social workers should not terminate services to pursue a social, financial, or sexual relationship with a client.
(e) Social workers who anticipate the termination or interruption of services to clients should notify clients promptly and seek the transfer, referral, or continuation of services in relation to the clients’ needs and preferences.
(f) Social workers who are leaving an employment setting should inform clients of appropriate options for the continuation of services and of the benefits and risks of the options.
2. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES TO COLLEAGUES
2.01 Respect
(a) Social workers should treat colleagues with respect and should represent accurately and fairly the qualifications, views, and obligations of colleagues.
(b) Social workers should avoid unwarranted negative criticism of colleagues in communications with clients or with other professionals. Unwarranted negative criticism may include demeaning comments that refer to colleagues’ level of competence or to individuals’ attributes such as race, ethnicity, national origin, color, sex, sexual orientation, gender identity or expression, age, marital status, political belief, religion, immigration status, and mental or physical disability.
(c) Social workers should cooperate with social work colleagues and with colleagues of other professions when such cooperation serves the wellbeing of clients.
2.02 Confidentiality
Social workers should respect confidential information shared by colleagues in the course of their professional relationships and transactions. Social workers should ensure that such colleagues understand social workers’ obligation to respect confidentiality and any exceptions related to it.
2.03 Interdisciplinary Collaboration
(a) Social workers who are members of an interdisciplinary team should participate in and contribute to decisions that affect the wellbeing of clients by drawing on the perspectives, values, and experiences of the social work profession. Professional and ethical obligations of the interdisciplinary team as a whole and of its individual members should be clearly established.
(b) Social workers for whom a team decision raises ethical concerns should attempt to resolve the disagreement through appropriate channels. If the disagreement cannot be resolved, social workers should pursue other avenues to address their concerns consistent with client wellbeing.
2.04 Disputes Involving Colleagues
(a) Social workers should not take advantage of a dispute between a colleague and an employer to obtain a position or otherwise advance the social workers’ own interests.
(b) Social workers should not exploit clients in disputes with colleagues or engage clients in any inappropriate discussion of conflicts between social workers and their colleagues.
2.05 Consultation
(a) Social workers should seek the advice and counsel of colleagues whenever such consultation is in the best interests of clients.
(b) Social workers should keep themselves informed about colleagues’ areas of expertise and competencies. Social workers should seek consultation only from colleagues who have demonstrated knowledge, expertise, and competence related to the subject of the consultation.
(c) When consulting with colleagues about clients, social workers should disclose the least amount of information necessary to achieve the purposes of the consultation.
2.06 Referral for Services
(a) Social workers should refer clients to other professionals when the other professionals’ specialized knowledge or expertise is needed to serve clients fully or when social workers believe that they are not being effective or making reasonable progress with clients and that additional service is required.
(b) Social workers who refer clients to other professionals should take appropriate steps to facilitate an orderly transfer of responsibility. Social workers who refer clients to other professionals should disclose, with clients’ consent, all pertinent information to the new service providers.
(c) Social workers are prohibited from giving or receiving payment for a referral when no professional service is provided by the referring social worker.
2.07 Sexual Relationships
(a) Social workers who function as supervisors or educators should not engage in sexual activities or contact with supervisees, students, trainees, or other colleagues over whom they exercise professional authority.
(b) Social workers should avoid engaging in sexual relationships with colleagues when there is potential for a conflict of interest. Social workers who become involved in, or anticipate becoming involved in, a sexual relationship with a colleague have a duty to transfer professional responsibilities, when necessary, to avoid a conflict of interest.
2.08 Sexual Harassment
Social workers should not sexually harass supervisees, students, trainees, or colleagues. Sexual harassment includes sexual advances, sexual solicitation, requests for sexual favors, and other verbal or physical conduct of a sexual nature.
2.09 Impairment of Colleagues
(a) Social workers who have direct knowledge of a social work colleague’s impairment that is due to personal problems, psychosocial distress, substance abuse, or mental health difficulties and that interferes
with practice effectiveness should consult with that colleague when feasible and assist the colleague in taking remedial action.
(b) Social workers who believe that a social work colleague’s impairment interferes with practice effectiveness and that the colleague has not taken adequate steps to address the impairment should take action through appropriate channels established by employers, agencies, NASW, licensing and regulatory bodies, and other professional organizations.
2.10 Incompetence of Colleagues
(a) Social workers who have direct knowledge of a social work colleague’s incompetence should consult with that colleague when feasible and assist the colleague in taking remedial action.
(b) Social workers who believe that a social work colleague is incompetent and has not taken adequate steps to address the incompetence should take action through appropriate channels established by employers, agencies, NASW, licensing and regulatory bodies, and other professional organizations.
2.11 Unethical Conduct of Colleagues
(a) Social workers should take adequate measures to discourage, prevent, expose, and correct the unethical conduct of colleagues.
(b) Social workers should be knowledgeable about established policies and procedures for handling concerns about colleagues’ unethical behavior. Social workers should be familiar with national, state, and local procedures for handling ethics complaints. These include policies and procedures created by NASW, licensing and regulatory bodies, employers, agencies, and other professional organizations.
(c) Social workers who believe that a colleague has acted unethically should seek resolution by discussing their concerns with the colleague when feasible and when such discussion is likely to be productive.
(d) When necessary, social workers who believe that a colleague has acted unethically should take action through appropriate formal channels (such as contacting a state licensing board or regulatory body, an NASW committee on inquiry, or other professional ethics committees).
(e) Social workers should defend and assist colleagues who are unjustly charged with unethical conduct.
3. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES IN PRACTICE SETTINGS
3.01 Supervision and Consultation
(a) Social workers who provide supervision or consultation should have the necessary knowledge and skill to supervise or consult appropriately and should do so only within their areas of knowledge and competence.
(b) Social workers who provide supervision or consultation are responsible for setting clear, appropriate, and culturally sensitive boundaries.
(c) Social workers should not engage in any dual or multiple relationships with supervisees in which there is a risk of exploitation of or potential harm to the supervisee.
(d) Social workers who provide supervision should evaluate supervisees’ performance in a manner that is fair and respectful.
3.02 Education and Training
(a) Social workers who function as educators, field instructors for students, or trainers should provide instruction only within their areas of knowledge and competence and should provide instruction based on the most current information and knowledge available in the profession.
(b) Social workers who function as educators or field instructors for students should evaluate students’ performance in a manner that is fair and respectful.
(c) Social workers who function as educators or field instructors for students should take reasonable steps to ensure that clients are routinely informed when services are being provided by students.
(d) Social workers who function as educators or field instructors for students should not engage in any dual or multiple relationships with students in which there is a risk of exploitation or potential harm to the student. Social work educators and field instructors are responsible for setting clear, appropriate, and culturally sensitive boundaries.
3.03 Performance Evaluation
Social workers who have responsibility for evaluating the performance of others should fulfill such responsibility in a fair and considerate manner and on the basis of clearly stated criteria.
3.04 Client Records
(a) Social workers should take reasonable steps to ensure that documentation in records is accurate and reflects the services provided.
(b) Social workers should include sufficient and timely documentation in records to facilitate the delivery of services and to ensure continuity of services provided to clients in the future.
(c) Social workers’ documentation should protect clients’ privacy to the extent that is possible and appropriate and should include only information that is directly relevant to the delivery of services.
(d) Social workers should store records following the termination of services to ensure reasonable future access. Records should be maintained for the number of years required by state statutes or relevant contracts.
3.05 Billing
Social workers should establish and maintain billing practices that accurately reflect the nature and extent of services provided and that identify who provided the service in the practice setting.
3.06 Client Transfer
(a) When an individual who is receiving services from another agency or colleague contacts a social worker for services, the social worker should carefully consider the client’s needs before agreeing to provide services. To minimize possible confusion and conflict, social workers should discuss with potential clients the nature of the clients’ current relationship with other service providers and the implications, including possible benefits or risks, of entering into a relationship with a new service provider.
(b) If a new client has been served by another agency or colleague, social workers should discuss with the client whether consultation with the previous service provider is in the client’s best interest.
3.07 Administration
(a) Social work administrators should advocate within and outside their agencies for adequate resources to meet clients’ needs.
(b) Social workers should advocate for resource allocation procedures that are open and fair. When not all clients’ needs can be met, an
allocation procedure should be developed that is nondiscriminatory and based on appropriate and consistently applied principles.
(c) Social workers who are administrators should take reasonable steps to ensure that adequate agency or organizational resources are available to provide appropriate staff supervision.
(d) Social work administrators should take reasonable steps to ensure that the working environment for which they are responsible is consistent with and encourages compliance with the NASW Code of Ethics. Social work administrators should take reasonable steps to eliminate any conditions in their organizations that violate, interfere with, or discourage compliance with the Code.
3.08 Continuing Education and Staff Development
Social work administrators and supervisors should take reasonable steps to provide or arrange for continuing education and staff development for all staff for whom they are responsible. Continuing education and staff development should address current knowledge and emerging developments related to social work practice and ethics.
3.09 Commitments to Employers
(a) Social workers generally should adhere to commitments made to employers and employing organizations.
(b) Social workers should work to improve employing agencies’ policies and procedures and the efficiency and effectiveness of their services.
(c) Social workers should take reasonable steps to ensure that employers are aware of social workers’ ethical obligations as set forth in the NASW Code of Ethics and of the implications of those obligations for social work practice.
(d) Social workers should not allow an employing organization’s policies, procedures, regulations, or administrative orders to interfere with their ethical practice of social work. Social workers should take reasonable steps to ensure that their employing organizations’ practices are consistent with the NASW Code of Ethics.
(e) Social workers should act to prevent and eliminate discrimination in the employing organization’s work assignments and in its employment policies and practices.
(f) Social workers should accept employment or arrange student field placements only in organizations that exercise fair personnel practices.
(g) Social workers should be diligent stewards of the resources of their employing organizations, wisely conserving funds where appropriate and never misappropriating funds or using them for unintended purposes.
3.10 LaborManagement Disputes
(a) Social workers may engage in organized action, including the formation of and participation in labor unions, to improve services to clients and working conditions.
(b) The actions of social workers who are involved in labormanagement disputes, job actions, or labor strikes should be guided by the profession’s values, ethical principles, and ethical standards. Reasonable differences of opinion exist among social workers concerning their primary obligation as professionals during an actual or threatened labor strike or job action. Social workers should carefully examine relevant issues and their possible impact on clients before deciding on a course of action.
4. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES AS PROFESSIONALS
4.01 Competence
(a) Social workers should accept responsibility or employment only on the basis of existing competence or the intention to acquire the necessary competence.
(b) Social workers should strive to become and remain proficient in professional practice and the performance of professional functions. Social workers should critically examine and keep current with emerging knowledge relevant to social work. Social workers should routinely review the professional literature and participate in continuing education relevant to social work practice and social work ethics.
(c) Social workers should base practice on recognized knowledge, including empirically based knowledge, relevant to social work and social work ethics.
4.02 Discrimination
Social workers should not practice, condone, facilitate, or collaborate with any form of discrimination on the basis of race, ethnicity, national origin, color, sex, sexual orientation, gender identity or expression, age, marital status, political belief, religion, immigration status, or mental or physical disability.
4.03 Private Conduct
Social workers should not permit their private conduct to interfere with their ability to fulfill their professional responsibilities.
4.04 Dishonesty, Fraud, and Deception
Social workers should not participate in, condone, or be associated with dishonesty, fraud, or deception.
4.05 Impairment
(a) Social workers should not allow their own personal problems, psychosocial distress, legal problems, substance abuse, or mental health difficulties to interfere with their professional judgment and performance or to jeopardize the best interests of people for whom they have a professional responsibility.
(b) Social workers whose personal problems, psychosocial distress, legal problems, substance abuse, or mental health difficulties interfere with their professional judgment and performance should immediately seek consultation and take appropriate remedial action by seeking professional help, making adjustments in workload, terminating practice, or taking any other steps necessary to protect clients and others.
4.06 Misrepresentation
(a) Social workers should make clear distinctions between statements made and actions engaged in as a private individual and as a representative of the social work profession, a professional social work organization, or the social worker’s employing agency.
(b) Social workers who speak on behalf of professional social work organizations should accurately represent the official and authorized positions of the organizations.
(c) Social workers should ensure that their representations to clients, agencies, and the public of professional qualifications, credentials, education, competence, affiliations, services provided, or results to be achieved are accurate. Social workers should claim only those relevant professional credentials they actually possess and take steps to correct any inaccuracies or misrepresentations of their credentials by others.
4.07 Solicitations
(a) Social workers should not engage in uninvited solicitation of potential clients who, because of their circumstances, are vulnerable to undue influence, manipulation, or coercion.
(b) Social workers should not engage in solicitation of testimonial endorsements (including solicitation of consent to use a client’s prior statement as a testimonial endorsement) from current clients or from other people who, because of their particular circumstances, are vulnerable to undue influence.
4.08 Acknowledging Credit
(a) Social workers should take responsibility and credit, including authorship credit, only for work they have actually performed and to which they have contributed.
(b) Social workers should honestly acknowledge the work of and the contributions made by others.
5. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES TO THE SOCIAL WORK PROFESSION
5.01 Integrity of the Profession
(a) Social workers should work toward the maintenance and promotion of high standards of practice.
(b) Social workers should uphold and advance the values, ethics, knowledge, and mission of the profession. Social workers should protect, enhance, and improve the integrity of the profession through appropriate study and research, active discussion, and responsible criticism of the profession.
(c) Social workers should contribute time and professional expertise to activities that promote respect for the value, integrity, and competence of the social work profession. These activities may include teaching, research, consultation, service, legislative testimony, presentations in the community, and participation in their professional organizations.
(d) Social workers should contribute to the knowledge base of social work and share with colleagues their knowledge related to practice, research, and ethics. Social workers should seek to contribute to the profession’s literature and to share their knowledge at professional meetings and conferences.
(e) Social workers should act to prevent the unauthorized and unqualified practice of social work.
5.02 Evaluation and Research
(a) Social workers should monitor and evaluate policies, the implementation of programs, and practice interventions.
(b) Social workers should promote and facilitate evaluation and research to contribute to the development of knowledge.
(c) Social workers should critically examine and keep current with emerging knowledge relevant to social work and fully use evaluation and research evidence in their professional practice.
(d) Social workers engaged in evaluation or research should carefully consider possible consequences and should follow guidelines developed for the protection of evaluation and research participants. Appropriate institutional review boards should be consulted.
(e) Social workers engaged in evaluation or research should obtain voluntary and written informed consent from participants, when appropriate, without any implied or actual deprivation or penalty for refusal to participate; without undue inducement to participate; and with due regard for participants’ wellbeing, privacy, and dignity. Informed consent should include information about the nature, extent, and duration of the participation requested and disclosure of the risks and benefits of participation in the research.
(f) When evaluation or research participants are incapable of giving informed consent, social workers should provide an appropriate explanation to the participants, obtain the participants’ assent to the extent they are able, and obtain written consent from an appropriate proxy.
(g) Social workers should never design or conduct evaluation or research that does not use consent procedures, such as certain forms of naturalistic observation and archival research, unless rigorous and responsible review of the research has found it to be justified because of its prospective scientific, educational, or applied value and unless equally effective alternative procedures that do not involve waiver of consent are not feasible.
(h) Social workers should inform participants of their right to withdraw from evaluation and research at any time without penalty.
(i) Social workers should take appropriate steps to ensure that participants in evaluation and research have access to appropriate supportive services.
(j) Social workers engaged in evaluation or research should protect participants from unwarranted physical or mental distress, harm, danger, or deprivation.
(k) Social workers engaged in the evaluation of services should discuss collected information only for professional purposes and only with people professionally concerned with this information.
(l) Social workers engaged in evaluation or research should ensure the anonymity or confidentiality of participants and of the data obtained from them. Social workers should inform participants of any limits of confidentiality, the measures that will be taken to ensure confidentiality, and when any records containing research data will be destroyed.
(m) Social workers who report evaluation and research results should protect participants’ confidentiality by omitting identifying information unless proper consent has been obtained authorizing disclosure.
(n) Social workers should report evaluation and research findings accurately. They should not fabricate or falsify results and should take steps to correct any errors later found in published data using standard publication methods.
(o) Social workers engaged in evaluation or research should be alert to and avoid conflicts of interest and dual relationships with participants, should inform participants when a real or potential conflict of interest arises, and should take steps to resolve the issue in a manner that makes participants’ interests primary.
(p) Social workers should educate themselves, their students, and their colleagues about responsible research practices.
6. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES TO THE BROADER SOCIETY
6.01 Social Welfare
Social workers should promote the general welfare of society, from local to global levels, and the development of people, their communities, and their environments. Social workers should advocate for living conditions conducive to the fulfillment of basic human needs and should promote social, economic, political, and cultural values and institutions that are compatible with the realization of social justice.
6.02 Public Participation
Social workers should facilitate informed participation by the public in shaping social policies and institutions.
6.03 Public Emergencies
Social workers should provide appropriate professional services in public emergencies to the greatest extent possible.
6.04 Social and Political Action
(a) Social workers should engage in social and political action that seeks to ensure that all people have equal access to the resources, employment, services, and opportunities they require to meet their basic human needs and to develop fully. Social workers should be aware of the impact of the political arena on practice and should advocate for changes in policy and legislation to improve social conditions in order to meet basic human needs and promote social justice.
(b) Social workers should act to expand choice and opportunity for all people, with special regard for vulnerable, disadvantaged, oppressed, and exploited people and groups.
(c) Social workers should promote conditions that encourage respect for cultural and social diversity within the United States and globally. Social workers should promote policies and practices that demonstrate respect for difference, support the expansion of cultural knowledge and resources, advocate for programs and institutions that demonstrate cultural competence, and promote policies that safeguard the rights of and confirm equity and social justice for all people.
(d) Social workers should act to prevent and eliminate domination of, exploitation of, and discrimination against any person, group, or class on the basis of race, ethnicity, national origin, color, sex, sexual orientation, gender identity or expression, age, marital status, political belief, religion, immigration status, or mental or physical disability.
Key Terms
code of ethics, nasw code of ethics, ethics, code, social work, preamble, ethical, code in english, code in spanish, |
|
|
Term
|
Definition
Ethical Principle: Social workers practice within their areas of competence and develop and enhance their professional expertise.
Social workers continually strive to increase their professional knowledge and skills and to apply them in practice. Social workers should aspire to contribute to the knowledge base of the profession. |
|
|
Term
| The following ethical standards are relevant to the professional activities of all social workers |
|
Definition
| These standards concern (1) social workers’ ethical responsibilities to clients, (2) social workers’ ethical responsibilities to colleagues, (3) social workers’ ethical responsibilities in practice settings, (4) social workers’ ethical responsibilities as professionals, (5) social workers’ ethical responsibilities to the social work profession, and (6) social workers’ ethical responsibilities to the broader society. |
|
|
Term
|
Definition
| Social workers’ primary responsibility is to promote the wellbeing of clients. In general, clients’ interests are primary. However, social workers’ responsibility to the larger society or specific legal obligations may on limited occasions supersede the loyalty owed clients, and clients should be so advised. (Examples include when a social worker is required by law to report that a client has abused a child or has threatened to harm self or others.) |
|
|
Term
|
Definition
| Social workers respect and promote the right of clients to selfdetermination and assist clients in their efforts to identify and clarify their goals. Social workers may limit clients’ right to selfdetermination when, in the social workers’ professional judgment, clients’ actions or potential actions pose a serious, foreseeable, and imminent risk to themselves or others. |
|
|
Term
|
Definition
(a) Social workers should provide services to clients only in the context of a professional relationship based, when appropriate, on valid informed consent. Social workers should use clear and understandable language to inform clients of the purpose of the services, risks related to the services, limits to services because of the requirements of a thirdparty payer, relevant costs, reasonable alternatives, clients’ right to refuse or withdraw consent, and the time frame covered by the consent. Social workers should provide clients with an opportunity to ask questions.
(b) In instances when clients are not literate or have difficulty understanding the primary language used in the practice setting, social workers should take steps to ensure clients’ comprehension. This may include providing clients with a detailed verbal explanation or arranging for a qualified interpreter or translator whenever possible.
(c) In instances when clients lack the capacity to provide informed consent, social workers should protect clients’ interests by seeking permission from an appropriate third party, informing clients consistent with the clients’ level of understanding. In such instances social workers should seek to ensure that the third party acts in a manner consistent with clients’ wishes and interests. Social workers should take reasonable steps to enhance such clients’ ability to give informed consent.
(d) In instances when clients are receiving services involuntarily, social workers should provide information about the nature and extent of services and about the extent of clients’ right to refuse service.
(e) Social workers who provide services via electronic media (such as computer, telephone, radio, and television) should inform recipients of the limitations and risks associated with such services.
(f) Social workers should obtain clients’ informed consent before audiotaping or videotaping clients or permitting observation of services to clients by a third party. |
|
|
Term
|
Definition
(a) Social workers should provide services and represent themselves as competent only within the boundaries of their education, training, license, certification, consultation received, supervised experience, or other relevant professional experience.
(b) Social workers should provide services in substantive areas or use intervention techniques or approaches that are new to them only after engaging in appropriate study, training, consultation, and supervision from people who are competent in those interventions or techniques.
(c) When generally recognized standards do not exist with respect to an emerging area of practice, social workers should exercise careful judgment and take responsible steps (including appropriate education, research, training, consultation, and supervision) to ensure the competence of their work and to protect clients from harm. |
|
|
Term
| Cultural Competence and Social Diversity |
|
Definition
(a) Social workers should understand culture and its function in human behavior and society, recognizing the strengths that exist in all cultures.
(b) Social workers should have a knowledge base of their clients’ cultures and be able to demonstrate competence in the provision of services that are sensitive to clients’ cultures and to differences among people and cultural groups.
(c) Social workers should obtain education about and seek to understand the nature of social diversity and oppression with respect to race, ethnicity, national origin, color, sex, sexual orientation, gender identity or expression, age, marital status, political belief, religion, immigration status, and mental or physical disability. |
|
|
Term
|
Definition
(a) Social workers should be alert to and avoid conflicts of interest that interfere with the exercise of professional discretion and impartial judgment. Social workers should inform clients when a real or potential conflict of interest arises and take reasonable steps to resolve the issue in a manner that makes the clients’ interests primary and protects clients’ interests to the greatest extent possible. In some cases, protecting clients’ interests may require termination of the professional relationship with proper referral of the client.
(b) Social workers should not take unfair advantage of any professional relationship or exploit others to further their personal, religious, political, or business interests.
(c) Social workers should not engage in dual or multiple relationships with clients or former clients in which there is a risk of exploitation or potential harm to the client. In instances when dual or multiple relationships are unavoidable, social workers should take steps to protect clients and are responsible for setting clear, appropriate, and culturally sensitive boundaries. (Dual or multiple relationships occur when social workers relate to clients in more than one relationship, whether professional, social, or business. Dual or multiple relationships can occur simultaneously or consecutively.)
(d) When social workers provide services to two or more people who have a relationship with each other (for example, couples, family members), social workers should clarify with all parties which individuals will be considered clients and the nature of social workers’ professional obligations to the various individuals who are receiving services. Social workers who anticipate a conflict of interest among the individuals receiving services or who anticipate having to perform in potentially conflicting roles (for example, when a social worker is asked to testify in a child custody dispute or divorce proceedings involving clients) should clarify their role with the parties involved and take appropriate action to minimize any conflict of interest. |
|
|
Term
| Privacy and Confidentiality |
|
Definition
(a) Social workers should respect clients’ right to privacy. Social workers should not solicit private information from clients unless it is essential to providing services or conducting social work evaluation or research. Once private information is shared, standards of confidentiality apply.
(b) Social workers may disclose confidential information when appropriate with valid consent from a client or a person legally authorized to consent on behalf of a client.
(c) Social workers should protect the confidentiality of all information obtained in the course of professional service, except for compelling professional reasons. The general expectation that social workers will keep information confidential does not apply when disclosure is necessary to prevent serious, foreseeable, and imminent harm to a client or other identifiable person. In all instances, social workers should disclose the least amount of confidential information necessary to achieve the desired purpose; only information that is directly relevant to the purpose for which the disclosure is made should be revealed.
(d) Social workers should inform clients, to the extent possible, about the disclosure of confidential information and the potential consequences, when feasible before the disclosure is made. This applies whether social workers disclose confidential information on the basis of a legal requirement or client consent.
(e) Social workers should discuss with clients and other interested parties the nature of confidentiality and limitations of clients’ right to confidentiality. Social workers should review with clients circumstances where confidential information may be requested and where disclosure of confidential information may be legally required. This discussion should occur as soon as possible in the social workerclient relationship and as needed throughout the course of the relationship.
(f) When social workers provide counseling services to families, couples, or groups, social workers should seek agreement among the parties involved concerning each individual’s right to confidentiality and obligation to preserve the confidentiality of information shared by others. Social workers should inform participants in family, couples, or group counseling that social workers cannot guarantee that all participants will honor such agreements.
(g) Social workers should inform clients involved in family, couples, marital, or group counseling of the social worker’s, employer’s, and agency’s policy concerning the social worker’s disclosure of confidential information among the parties involved in the counseling.
(h) Social workers should not disclose confidential information to thirdparty payers unless clients have authorized such disclosure.
(i) Social workers should not discuss confidential information in any setting unless privacy can be ensured. Social workers should not discuss confidential information in public or semipublic areas such as hallways, waiting rooms, elevators, and restaurants.
(j) Social workers should protect the confidentiality of clients during legal proceedings to the extent permitted by law. When a court of law or other legally authorized body orders social workers to disclose confidential or privileged information without a client’s consent and such disclosure could cause harm to the client, social workers should request that the court withdraw the order or limit the order as narrowly as possible or maintain the records under seal, unavailable for public inspection.
(k) Social workers should protect the confidentiality of clients when responding to requests from members of the media.
(l) Social workers should protect the confidentiality of clients’ written and electronic records and other sensitive information. Social workers should take reasonable steps to ensure that clients’ records are stored in a secure location and that clients’ records are not available to others who are not authorized to have access.
(m) Social workers should take precautions to ensure and maintain the confidentiality of information transmitted to other parties through the use of computers, electronic mail, facsimile machines, telephones and telephone answering machines, and other electronic or computer technology. Disclosure of identifying information should be avoided whenever possible.
(n) Social workers should transfer or dispose of clients’ records in a manner that protects clients’ confidentiality and is consistent with state statutes governing records and social work licensure.
(o) Social workers should take reasonable precautions to protect client confidentiality in the event of the social worker’s termination of practice, incapacitation, or death.
(p) Social workers should not disclose identifying information when discussing clients for teaching or training purposes unless the client has consented to disclosure of confidential information.
(q) Social workers should not disclose identifying information when discussing clients with consultants unless the client has consented to disclosure of confidential information or there is a compelling need for such disclosure.
(r) Social workers should protect the confidentiality of deceased clients consistent with the preceding standards. |
|
|
Term
|
Definition
(a) Social workers should provide clients with reasonable access to records concerning the clients. Social workers who are concerned that clients’ access to their records could cause serious misunderstanding or harm to the client should provide assistance in interpreting the records and consultation with the client regarding the records. Social workers should limit clients’ access to their records, or portions of their records, only in exceptional circumstances when there is compelling evidence that such access would cause serious harm to the client. Both clients’ requests and the rationale for withholding some or all of the record should be documented in clients’ files.
(b) When providing clients with access to their records, social workers should take steps to protect the confidentiality of other individuals identified or discussed in such records. |
|
|
Term
|
Definition
(a) Social workers should under no circumstances engage in sexual activities or sexual contact with current clients, whether such contact is consensual or forced.
(b) Social workers should not engage in sexual activities or sexual contact with clients’ relatives or other individuals with whom clients maintain a close personal relationship when there is a risk of exploitation or potential harm to the client. Sexual activity or sexual contact with clients’ relatives or other individuals with whom clients maintain a personal relationship has the potential to be harmful to the client and may make it difficult for the social worker and client to maintain appropriate professional boundaries. Social workers—not their clients, their clients’ relatives, or other individuals with whom the client maintains a personal relationship—assume the full burden for setting clear, appropriate, and culturally sensitive boundaries.
(c) Social workers should not engage in sexual activities or sexual contact with former clients because of the potential for harm to the client. If social workers engage in conduct contrary to this prohibition or claim that an exception to this prohibition is warranted because of extraordinary circumstances, it is social workers—not their clients—who assume the full burden of demonstrating that the former client has not been exploited, coerced, or manipulated, intentionally or unintentionally.
(d) Social workers should not provide clinical services to individuals with whom they have had a prior sexual relationship. Providing clinical services to a former sexual partner has the potential to be harmful to the individual and is likely to make it difficult for the social worker and individual to maintain appropriate professional boundaries. |
|
|
Term
|
Definition
| Social workers should not engage in physical contact with clients when there is a possibility of psychological harm to the client as a result of the contact (such as cradling or caressing clients). Social workers who engage in appropriate physical contact with clients are responsible for setting clear, appropriate, and culturally sensitive boundaries that govern such physical contact. |
|
|
Term
|
Definition
(a) When setting fees, social workers should ensure that the fees are fair, reasonable, and commensurate with the services performed. Consideration should be given to clients’ ability to pay.
(b) Social workers should avoid accepting goods or services from clients as payment for professional services. Bartering arrangements, particularly involving services, create the potential for conflicts of interest, exploitation, and inappropriate boundaries in social workers’ relationships with clients. Social workers should explore and may participate in bartering only in very limited circumstances when it can be demonstrated that such arrangements are an accepted practice among professionals in the local community, considered to be essential for the provision of services, negotiated without coercion, and entered into at the client’s initiative and with the client’s informed consent. Social workers who accept goods or services from clients as payment for professional services assume the full burden of demonstrating that this arrangement will not be detrimental to the client or the professional relationship.
(c) Social workers should not solicit a private fee or other remuneration for providing services to clients who are entitled to such available services through the social workers’ employer or agency. |
|
|
Term
| Clients Who Lack DecisionMaking Capacity |
|
Definition
| When social workers act on behalf of clients who lack the capacity to make informed decisions, social workers should take reasonable steps to safeguard the interests and rights of those clients. |
|
|
Term
|
Definition
| Social workers should make reasonable efforts to ensure continuity of services in the event that services are interrupted by factors such as unavailability, relocation, illness, disability, or death. |
|
|
Term
|
Definition
(a) Social workers should terminate services to clients and professional relationships with them when such services and
relationships are no longer required or no longer serve the clients’ needs or interests.
(b) Social workers should take reasonable steps to avoid abandoning clients who are still in need of services. Social workers should withdraw services precipitously only under unusual circumstances, giving careful consideration to all factors in the situation and taking care to minimize possible adverse effects. Social workers should assist in making appropriate arrangements for continuation of services when necessary.
(c) Social workers in feeforservice settings may terminate services to clients who are not paying an overdue balance if the financial contractual arrangements have been made clear to the client, if the client does not pose an imminent danger to self or others, and if the clinical and other consequences of the current nonpayment have been addressed and discussed with the client.
(d) Social workers should not terminate services to pursue a social, financial, or sexual relationship with a client.
(e) Social workers who anticipate the termination or interruption of services to clients should notify clients promptly and seek the transfer, referral, or continuation of services in relation to the clients’ needs and preferences.
(f) Social workers who are leaving an employment setting should inform clients of appropriate options for the continuation of services and of the benefits and risks of the options. |
|
|
Term
|
Definition
| http://www.socialworkers.org/pubs/code/code.asp |
|
|
