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3.
Touching clients should always be avoided
in social work practice
a part or the whole of the statement. It was here
that the collaborative efforts of all students with
their questions, responses and postings enabled
co-learners to see the statement from different
viewpoints.
In a class prior to the online discussions, stu-
dents were given a series of questions to challenge
themselves and support others as part of assistance
with the learning task. For example, when think-
ing about the “ought statement,” students could
question whether the “ought statement” applied
to every practice situation as a matter of principle
or only to particular groups. They were asked to
think of any exceptions to their statement and
consider occasions when the statement would
be always justified or never justified. Finally,
students were asked if and how the statement
might be qualified.
As students had diverse experiences prior to
attending university and during their placement
experiences, they were able to see these state-
ments in a variety of different contexts and use
this to explore the validity of the contention.
Students used these diverse experiences to talk
about stakeholders and claimants thus adding to
the richness of the learning.
The final part of this process was a reflection
paper. In this first posting students were asked to
justify a stated position. In this reflection paper stu-
dents were able to outline their personal position on
the paper including where and how they developed
these views. They were asked if and how their views
had changed over the course of the assignment and
whether other students challenged and changed their
views. It was in and through this process that the
benefits of students working together on the one task
became evident. The perspective of each student
and their representation of different stakeholders
enabled perspective taking and the differentiation
of the views of others (Johnson, Johnson, Holubec
and Roy, 1984).
Students clearly indicated that they started the
discussion with uncompromising attitudes toward
the topic but through the process of reading and
4.
Sexual intimacies with current and former
clients should be prohibited.
5.
Religious issues should not be discussed in
work with clients
6.
Social workers should not disclose identify-
ing information when discussing clients with
supervisors unless the client has consented
to the disclosure of confidential informa-
tion or there is a compelling need for such
disclosure.
As part of this process students were asked
to use collaborative concepts and complete sev-
eral activities: research the allocated topic using
reading material and electronic journals; post the
commentary to the discussion group and give your
posting a title. In this commentary include:
1.
A justification of the ought statement
2.
Examination of the practice implications of
the ought statements
3.
Identification of one claimant in the ought
statement (e.g. client, agency, supervisor,
professional association, family member)
4.
Determination of what that claimant would
prefer you to do in this situation
5.
Your professional obligations to that
claimant.
After reading the original comments posted
by other students in your group, provide at least
two questions, and comments on, and responses to
student postings presented on the bulletin board.
Take into account the netiquette exercise and ways
to assist other students.
Reflect on the online discussion including the
comments of your peers and submit your written
paper.
Students were required to justify the “ought
statement” irrespective of their personal or
professional views. This was very difficult for
some students as they did not agree with either
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