Fall 2026 SOWK 430 Week 10 - Introduction To Essential Steps for Ethical Problem-Solving

Slide 1
Gradient blue-to-magenta title text, 'Essential Steps for Ethical Problem-Solving,' fills the center of a plain white slide, with black 'SOWK 430 Week 10' beneath and 'Jacob Campbell, LICSW at Heritage University' at the bottom.

Fall 2026 SOWK 430 Week 10 - Introduction To Essential Steps for Ethical Problem-Solving

We start moving away from our focus on the standards in week ten. This week is a primer on what you will be diving into over the next several weeks. Students will listen to a Social Work Podcast episode and begin learning the steps of ethical problem-solving. There are three case studies that students can practice implementing these steps. Students will also complete the code of ethics exam. During the lecture video the following is the agenda:

  • Course content discussion (midcourse feedback and the A-03 exam)
  • Introduction to the Essential Steps for Ethical Problem-Solving
  • Practice applying the steps with case studies in the forums

Week 10 Objectives

  • Demonstrate a working knowledge of the Code of Ethics through earning a satisfactory score on the code exam.
  • Begin to utilize the Essential Steps method for addressing ethical issues.
  • Utilize case studies to demonstrate critical thinking in complex circumstances.
Slide 2
A white slide titled 'Week 10 Plan' lists an agenda in black sans-serif text with asterisk bullets: 'Course content discussion (midcourse feedback and the A-03 exam),' 'Introduction to the Essential Steps for Ethical Problem-Solving,' and 'Practice applying the steps with case studies in the forums.' On the right, a bold 'Learning Objective' reads 'Begin to utilize the Essential Steps method for addressing ethical issues.'

Week 10 Plan

Agenda

  • Course content discussion (midcourse feedback and the A-03 exam)
  • Introduction to the Essential Steps for Ethical Problem-Solving
  • Practice applying the steps with case studies in the forums

Learning Objectives

  • Begin to utilize the Essential Steps method for addressing ethical issues.
Slide 3
A presentation slide on a white background titled 'Midcourse Feedback: 11 out of 40,' split into two columns. The left column, headed 'Working,' lists four bullets: lecture videos and weekly communication, forums and assignments that make you think, videos and in-person meetups, and organization and timing. The right column, headed 'Not Working,' lists three bullets: too much on each weekly unit, readings can be hard to follow, and not sure what an assignment is asking.

Midcourse Feedback

I want to go over the midcourse feedback from both sections. I only got 11 responses out of 40 (6 from section 0 and 5 from section 2), where I had hoped to get a lot more.

What’s going well

  • Lecture videos and weekly communication came up most. Students named the weekly lectures, the weekly emails and reminders, and quick, helpful feedback on their assignments.
  • Forums and assignments that make you think: Students like the choice of discussion questions, hearing classmates’ perspectives, and assignments that ask them to use their own experiences and reflect on their values as future social workers.
  • Videos and in-person meetups: One student said the videos are a welcome change from classes that are mostly reading. Another said the hands-on class meetups help them remember the topics.
  • Organization and timing: Students said the course is well organized on MyHeritage. One likes that everything is due Monday at 8 AM, so this class doesn’t clash with their other classes. Others like being able to work on their own time and go back to the materials.

What’s not going well

Four of the ten who answered this question said nothing is wrong (“n/a,” “Everything has been going great so far”). The real points were:

  • Too much on each weekly unit: Sometimes there is so much to read on a weekly unit page that it gets overwhelming, and an assignment gets missed.
  • Readings can be hard to follow: Some readings are dense or use unfamiliar terms, and it can be hard to see how an ethical concept applies to a real situation from reading alone.
  • Not sure what an assignment is asking: A few students wanted an example. One found the MyHeritage course page hard to follow after using Canvas at community college.

What I could do differently

Five of the nine who answered said nothing needs to change (“Jacob is an awesome professor. The lecture videos help a ton.”). The concrete suggestions were:

  • More real-life examples and case scenarios for working through ethical situations.
  • Examples of what assignments should look like, and more detailed instructions.
  • Breaking topics into smaller pieces, with short videos or explanations to go along with the readings.
  • Organizing MyHeritage a bit more so it is easier to see what is due.
Slide 4
A presentation slide on the left has the bold pink-to-red title 'A-03: NASW Code of Ethics Standards and Principles Exam' above five bullets: multiple choice, true/false, and one short answer; open notes/book; have a Code of Ethics copy nearby; all questions on one page; individual work. On the right, a pink-bordered book cover in teal and yellow reads 'CODE OF ETHICS of the National Association of Social Workers,' with the NASW logo.

A-03: NASW Code of Ethics Standards and Principles Exam

This week you have an exam. Don’t stress out about it.

  • There are 20 questions, each worth 5 points.
  • Multiple Choice, True/False, and one short-answer question
  • Open notes/book

Be sure you have a Code of Ethics copy nearby

Individual Assignment; please complete on your own

Slide 5
A presentation slide with a white background and black sans-serif text titled 'Quiz 1 of 2.' Below the title, the question reads 'The exam is due before 8 AM on Monday, 11/2, which is true?' followed by four bulleted options: 'It is on the NASW Code of Ethics.', 'It is open book.', 'It is done individually.', and 'All of the Above.'

Quiz 1 of 2 - Question

The exam is due before 8 AM on Monday, 11/2, which is true?

  • It is on the NASW Code of Ethics.
  • It is open book.
  • It is done individually.
  • All of the Above
Slide 6
A white presentation slide titled 'Quiz 1 of 2' with the subtitle 'The Exam is Due Before 8 AM Monday 11/2, Which is True.' Four black bullet options sit left-aligned below: 'It is on the NASW Code of Ethics,' 'It is open book,' 'It is done individually,' and the bolded correct answer 'All of the Above.'

Quiz 1 of 2 - Answer

The exam is due before 8 AM on Monday, 11/2, which is true?

  • It is on the NASW Code of Ethics.
  • It is open book.
  • It is done individually.
  • All of the Above
Slide 7
A white presentation slide titled 'Ethical Problem-Solving,' with the subtitle 'Essential Steps,' lists six numbered-by-bullet steps in black sans-serif text: DETERMINE whether there is an ethical issue or/and dilemma; IDENTIFY the key values and principles involved; RANK the values or ethical principles which, in your professional judgment, are most relevant to the issue or dilemma; DEVELOP an action plan consistent with the ethical priorities central to the dilemma; IMPLEMENT your plan, utilizing the most appropriate practice skills and competencies; and REFLECT on the outcome of this ethical decision-making process. A small citation at the bottom right reads '(Reamer & Conrad, 1995 as cited in National Association of Social Workers - Massachusetts Chapter, n.d.)'.

Ethical Problem-Solving: Essential Steps

I want to introduce you to the ethical problem-solving steps that we will be using for the rest of this semester. These come from a video Reamer and Conrad produced in 1995. You can find the description of the process on the website for the National Association of Social Workers - Massachusetts Chapter (n.d.). There are six steps:

  • DETERMINE whether there is an ethical issue or/and dilemma
  • IDENTIFY the key values and principles involved
  • RANK the values or ethical principles which - in your professional judgment - are most relevant to the issue or dilemma
  • DEVELOP an action plan that is consistent with the ethical priorities that have been determined as central to the dilemma
  • IMPLEMENT your plan, utilizing the most appropriate practice skills and competencies
  • REFLECT on the outcome of this ethical decision-making process
Slide 8
A flowchart slide on a white background titled 'DETERMINE whether there is an ethical issue or/and dilemma.' A thick black arrow labeled 'Potential ethical dilemma' points down to a green 'Yes' box (arrow to 'Go to Next Step') and a red 'No' box (arrow to 'Stop'). Beside the flowchart, the question 'Is there a conflict of values, or rights, or professional responsibilities?' appears with the example '(For example, there may be an issue of self-determination of an adolescent versus the well-being of the family.)'

Determine

The first step is to determine whether there is an ethical issue or/and dilemma.

The essential question is: Is there a conflict of values, rights, or professional responsibilities?

This is like our gatekeeper. If there is a dilemma, then we move through the steps. If not, we don’t need to continue through the process. In our practice, we should slow down, think about what we are doing/hearing/seeing, and look for potential ethical issues.

(For example, there may be an issue of an adolescent’s self-determination versus the family’s well-being.)

Slide 9
A black magnifying glass with a gradient-colored 'What Specific Standards' inside its lens sits over a white slide with a yellow box reading 'What meanings and limitations are typically attached to these competing values?' Above, the pink-to-red heading 'IDENTIFY: the key values and principles involved' appears, and a small note below reads '(For example, rarely is confidential information held in absolute secrecy; however, typically decisions about access by third parties to sensitive content should be contracted with clients.)'

Identify

If we decide that there is an ethical problem, we need to move on to the second step, to identify the key values and principles involved. Is there a problem with a dual relationship? We need to identify the specific standards that are connected to the problem we are considering.

We might discuss the meanings and limitations typically attached to these competing values.

(For example, rarely is confidential information held in absolute secrecy; however, typically decisions about access by third parties to sensitive content should be contracted with clients.)

Slide 10
A white presentation slide with a large magenta-to-coral 'RANK' heading above the text 'the values or ethical principles which - in your professional judgment - are most relevant to the issue or dilemma.' A magenta box with a numbered-list icon (1, 2, 3) asks 'What reasons can you provide for prioritizing one competing value/principle over another?' A small note below gives an example about a client's right to choose a beneficial course of action that could cause harm to others. A black horizontal band crosses the slide behind the box.

Rank

The third step is to rank the values or ethical principles which - in your professional judgment - are most relevant to the issue or dilemma.

  • These values have a hierarchy. For example, confidentiality is an important aspect of our work as social workers. We will break confidentiality when there are concerns about harm to life…
  • Make a statement describing what is more important
  • In doing these, we need to provide reasons for prioritizing one competing value/principle over another?

(For example, your client’s right to choose a beneficial course of action could cause harm or hardship for others who would be affected.)

Slide 11
A presentation slide titled 'DEVELOP: an action plan that is consistent with the ethical priorities that have been determined as central to the dilemma.' On the left, the question reads 'Have you conferred with clients and colleagues, as appropriate, about the potential risks and consequences of alternative courses of action? Can you support or justify your action plan with the values/principles on which the plan is based?' Below, a smaller note gives an example about a battered wife seeking secret shelter. On the right, three arrow-tipped circles labeled Step 1 (black), Step 2 (blue), and Step 3 (green) run left to right on a white background.

Develop

The fourth step is to develop an action plan that is consistent with the ethical priorities that have been determined as central to the dilemma.

  • List specific action steps. First I will do this, second, etc.
  • Consider questions such as: Have you conferred with clients and colleagues, as appropriate, about the potential risks and consequences of alternative courses of action? Can you support or justify your action plan with the values/principles on which the plan is based?

(For example, have you conferred with all the necessary persons regarding the ethical dimensions of planning for a battered wife’s quest to secure secret shelter and the implications for her teenage children?)

Slide 12
A black hammer is angled down toward a small black nail on a yellow block, against a white background. Slide text reads: 'IMPLEMENT your plan, utilizing the most appropriate practice skills and competencies. How will you make use of core social work skills such as sensitive communication, skillful negotiation, and cultural competence?'

Implement

The fifth and sixth steps we won’t be going into during the discussion posts, but you want to remember them for when you are in your own practice. The fifth step is to implement your plan.

We do this by utilizing the most appropriate practice skills and competencies.

  • Consider how you will make use of core social work skills such as sensitive communication, skillful negotiation, and cultural competence.

(For example, skillful colleague or supervisory communication and negotiation may enable an impaired colleague to see her/his impact on clients and to take appropriate action.)

Slide 13
A slide titled 'REFLECT on the outcome of this ethical decision-making process' asks 'How would you evaluate the consequences of this process for those involved: Client(s), professional(s), and agency(ies)?' A small note below reads '(Increasingly, professionals have begun to seek support, further professional training, and consultation through the development of Ethics review Committees or Ethics Consultation processes.)' On the right, a cartoon emoji of a figure with closed eyes sits cross-legged in an orange tank top, meditating against a white background.

Reflect

The final step is to reflect on the outcome of this ethical decision-making process.

We need to ask ourselves: How would you evaluate the consequences of this process for those involved, client (s), professional(s), and agency(ies)?

(Increasingly, professionals have begun to seek support, further professional training, and consultation through the development of Ethics Review Committees or Ethics Consultation processes.)

Slide 14
A white presentation slide titled 'Quiz 2 of 2: In the 'identify' step, you should…' with four bulleted answer choices in black sans-serif text: 'Determine if an ethical dilemma exists,' 'Pick specific standards that apply to the scenario,' 'Develop a plan,' and 'All of the above.'

Quiz 2 of 2 - Question

In the “identify” step, you should…

  • Determine if an ethical dilemma exists
  • Pick specific standards that apply to the scenario
  • Develop a plan
  • All of the above
Slide 15
A white presentation slide titled 'Quiz 2 of 2,' with the subtitle 'In the 'identify' step, you should…' The slide shows four bullet options: 'Determine if an ethical dilemma exists,' '**Pick specific standards that apply to the scenario**' (bolded), 'Develop a plan,' and 'All of the above.'

Quiz 2 of 2 - Answer

In the “identify” step, you should…

  • Determine if an ethical dilemma exists
  • Pick specific standards that apply to the scenario
  • Develop a plan
  • All of the above
Slide 16
A presentation slide titled 'Forums and Participation, Week 10' with a black-on-white bulleted list of three items: 'Essential Steps for Ethical Problem-Solving,' 'Case Studies: Terminating Services, Confidentiality and Protecting Third Parties, and End of Life Issues,' and 'Discussion Regarding Singer's (2013) 78th episode of The Social Work Podcast - 'Social Work Ethics: Interview with Allan Barsky, JD, MSW, PhD'.' The slide is plain, with no images or graphics.

Forums and Participation

Week 10

Three replies…

  • Essential Steps for Ethical Problem-Solving
  • Case Studies: Terminating Services, Confidentiality and Protecting Third Parties, and End of Life Issues
  • Discussion Regarding Singer’s (2013) 78th episode of The Social Work Podcast - “Social Work Ethics: Interview with Allan Barsky, JD, MSW, PhD”
Slide 17
A white presentation slide titled 'Reference' lists two citations in black sans-serif text. The first is National Association of Social Workers - Massachusetts Chapter (n.d.), *Essential steps for ethical problem-solving*, https://www.naswma.org/page/100/Essential-Steps-for-Ethical-Problem-Solving.htm. The second is Reamer, F., Conrad, A. P., (1995) *Professional choices: Ethics at work* [Video]. NASW Press, https://www.naswpress.org/product/53643/professional-choices.

Reference

National Association of Social Workers - Massachusetts Chapter (n.d.) Essential steps for ethical problem-solving. https://www.naswma.org/page/100/Essential-Steps-for-Ethical-Problem-Solving.htm

Reamer, F., Conrad, A. P., (1995) Professional choices: Ethics at work [Video]. NASW Press. Available at https://www.naswpress.org/product/53643/professional-choices