Unit Introduction and What You Will Learn

Week six is asynchronous. The week centers on ethics. It is explored by Jarolmen and Bautista-Thomas (2023), who describe ethical dilemmas that school social workers should consider. Students will also review practice in schools and how it intersects with LGBTQI persons and groups. The forums provide space to reflect on the week’s content, FERPA, and confidentiality. This week’s lecture video discusses using an ethical principles screen and decision-making, and relates it to a case example. Furthermore, students submit their ethical decision-making video presentation to demonstrate their ability to apply ethical decision-making in practice and to consider scientifically based practices to support students.

The agenda for the lecture video includes:

• Plan for the week
• Ethical principle screen
• Steps in decision making
• Case example

Learning Objectives for the week include

• Define and describe the Ethical Principle Screen (EPS) and its hierarchical ranking of ethical principles.
• Examine a case study using the steps in decision-making
• Analyze the intersection of ethics, confidentiality, and FERPA
• Critically reflect on personal values and biases
• Demonstrate knowledge of how to support the outcomes for all students through strategies such as scientifically-based practices, collaborative teaming, and ethical decision making (Competency E for ESA Course)

Unit Assignments

Content

• Read Jarolmen and Bautista-Thomas (2023) Chapter 6: Ethical Dilemmas
• Read Goodrich and Luke (2015) Chapter 8: Group in Context: School, Community Outpatient, and Residential Settings
• Watch my lecture video

W-06 A-01: Asynchronous Participation and Engagement

The expectation is that each of your replies will be substantive and provide meaningful perspectives, contributing to the forum’s conversation and scholarship. They can be related to the prompts or building on conversations shared by peers. There are four forums for this week, and you are expected to make at least 3 replies across any of the forums and read all of your peers’ replies. These forums include the following:

• Reflecting on the Unique Challenges Faced by LGBTQI focuses on special considerations for group work with LGBTQI students in school settings.
• How privacy law and ethical responsibilities shape school social work practice is the focus of FERPA and Confidentiality and Ethics.
• Students can share their thoughts for their presentations in Sharing Example Ethical Dilemmas.
• Reflection on Content From Chapter Six, works through topics discussed the textbook.

I’m only requiring three replies to give you space for also working on your presentations.

A-02: Ethical Decision-Making Video Presentation

Meta: Points 75 pts (14% of final grade); Deadline Monday 03/02/26 at 8:00 AM; Completion via a forum post on MyHeritage; Locations MyHeritage Assignment Detail, Syllabus Handout with Description and Rubric, and W-07 Discussion Forum and Ethical Decision-Making Video Presentations.

Purpose: The purpose of this assignment is to provide students with an opportunity to apply an ethical decision-making framework to a school social work setting. Students will demonstrate skills in analyzing client needs, identifying ethical dilemmas, and making informed decisions in accordance with professional and legal guidelines.

Task: Students are encouraged to select a youth on their caseload that they have worked with if they are engaged in a school-based placement, but they may also develop a fictional case if needed. They are to deliver a 10–15-minute video presentation detailing an ethical decision-making framework as it is applied to a client situation. The selected client should have intersectional needs, at a minimum, including eligibility for special education services. Presentations should include the following:

• Setting Background Information: Provide context regarding the client’s school placement (e.g., district/school mission, population, special education setting, etc.).
• Client Case Review: Describe an overview of the client and their needs. Every client is different, and the review of their case you provide should provide the context needed to understand their needs and the support you are offering. The case review will include some of the following: presenting problem, background information (age, gender, demographics, special considerations, supportive services, medications, person-in-environment), assessment, strengths/resiliency factors, planning/goals, intervention strategies, engagement/implementation, practice evaluation, intervention alternatives considered, termination, follow-up. The overall case review should give a comprehensive picture of your identified client. There are a couple of components that must be included:
  • Evidence-Based Practices: In reviewing the case, students will discuss interventions completed or proposed. Some of the examples that are discussed must include scientifically based practices. Provide a brief description of the intervention along with the sources.
  • Special Education: Discuss the connection your client’s case review has to special education services, policy, or laws.
• Ethical Dilemma: Identify and describe an ethical dilemma you have encountered (or could encounter) in working with this client. Clearly outline what the dilemma is.
• Ethical Decision-Making Framework: Describe and apply an example of an ethical framework to the ethical dilemma. Chapter six of Jarolmen and Bautista-Thomas (2023) presents several frameworks for making ethical decisions that could serve as the basis for students’ presentations. Provide the rationale for the decision made with your client.

Success: Grades for this assignment are evaluated using the Ethical Decision-Making Video Presentation Rubric. Students will follow the assignment guidelines to submit a final professional presentation that provides context about the client situation, describes their case, and relates an ethical dilemma to a decision-making framework. The discussion of the case should include evidence-based practice discussion and application to special education law or policy. A visual aid (e.g., presentation slides or a document) is not required for the presentation. Still, it is often helpful in clearly connecting the points discussed to the assignment expectations and terminology.

Appendix A. Ethical Decision-Making Video Presentation Rubric

The Ethical Decision-Making Video Presentation Rubric is used for the assignment with the same name and evaluates students providing a detailed description of the context and setting of the described client, a thorough and organized review of their case describing their needs, identifying an ethical dilemma, and applying a decision-making framework to provide an appropriate rationale for social worker actions. The presentation is to be professionally completed, following strong facilitation strategies, and to include content on evidence-based practices and special education law or policies.

Description	Initial	Emerging	Developed	Highly Developed
Provide strong context and background information about the client setting	The client’s context and setting are not discussed.	The client’s context is briefly discussed but lacks many important details.	The presentation includes a description of the school setting and the client’s context, but it lacks sufficient information.	The presentation includes a detailed, well-articulated description of the school setting. The client’s context is clear and relevant to the case.
Include a descriptive overview of the client’s case	The case presentation lacks structure, detail, or clarity.	Limited information is provided regarding the client.	The presentation describes the client’s needs but lacks the depth to understand their situation.	The presentation provides an organized and thorough case discussion, demonstrating a deep understanding of the client’s needs and challenges.
Identify an ethical dilemma and apply it to a decision-making framework	The ethical dilemma and the framework are not clearly defined.	The ethical dilemma is defined, and a decision-making framework is provided, but the framework’s components aren’t articulated.	The ethical dilemma is defined and applied within a decision-making framework, but the discussion of its application appears disconnected.	There is an ethical dilemma that is clearly explained, explaining why it requires consideration. A nuanced discussion of an ethical decision-making framework clearly connects the rationale for decisions.
Special consideration applied to evidence-based practices and special educational needs	Lacks discussion of evidence-based practices and special education policies.	There is a discussion of either evidence-based practices or special educational needs, but not both.	Evidence-based practices and special education needs are directly addressed, but they lack the necessary details, such as citations or a clear connection to policy.	Demonstrates a strong understanding of evidence-based practices, providing citations for appropriately literature. Special education law or policies are directly connected to the client’s situation.
Professional presentation that is well organized and high-quality	There are significant problems with the assignment expectations and the presentation facilitation.	There are some significant problems with the assignment expectations, but the presentation is acceptable.	There are some minor problems with the assignment expectations, but it is generally a well-done presentation.	The presentation meets all assignment expectations and is clear, well-structured, professional, and engaging.

Unit Resources

I have the chapter from Goodrich and Luke (2015) as a resource in this weeks course page.

All of the presentations for this class can be found at https://presentations.jacobrcampbell.com. This week’s slides are Spring 2026 SOWK 587 Week 06 - Using an Ethical Principle Screen and Decision Making.

The Lecture Videos tab in the MyHeritage course is where you will be able to find class recordings. The video this week is at Spring 2026 SOWK 587 Week 06.

To-Do Lists

• Read chapter 6 of your textbook and the other shared chapter
• Engage in at least three replies across any of the forums
• Submit your video presentation