Describe ethical issues related to professional caregiving.
Description should include appropriate professional and personal boundaries and
- harmful and/or deceptive behaviors (e.g., psychological abuse, physical abuse)
- financial exploitation
- compliance with codes and regulations (e.g., National Association of Social Workers [NASW] Code of Ethics)
- client rights (e.g., protection of privacy, confidentiality, dignity, and autonomy) and the ethical and legal ramifications of violating those rights
- appropriate collaborative relationships with clients, families, colleagues, and appropriate partner organizations
- structural explanations for why issues occur
- What ethical issues are associated with family and human services?
- Why is it important to discuss ethical issues during caregiving?
- Why is it important to have ethical relationships with clients, families, and colleagues?
- How might clients communicate needs to a caregiver?
- To whom should family and human services professionals communicate concerns about unethical behavior?
- When should communication with law enforcement officials take place?
- What responsibility does the family have in notifying family and human services personnel when unethical behavior exists?
- What responsibility do family and human services professionals have in notifying the family when unethical behavior exists?
- What responsibility do financial institutions have when fraudulent activity is suspected?
- What might be the emotional effect on the client and on the family when laws are not followed?
- How might the client and the family be affected if fraudulent activity exists?
Related Standards of Learning
The student will read, interpret, analyze, and evaluate a variety of nonfiction texts including employment documents and technical writing.
- Apply information from texts to clarify understanding of concepts.
- Read and correctly interpret an application for employment, workplace documents, or an application for college admission.
- Analyze technical writing for clarity.
- Paraphrase and synthesize ideas within and between texts.
- Draw conclusions and make inferences on explicit and implied information using textual support.
- Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
- Analyze false premises, claims, counterclaims, and other evidence in persuasive writing.
- Recognize and analyze use of ambiguity, contradiction, paradox, irony, sarcasm, overstatement, and understatement in text.
- Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions about the text(s).
The student will analyze, evaluate, synthesize, and organize information from a variety of credible resources to produce a research product.
- Critically evaluate quality, accuracy, and validity of information.
- Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view or bias.
- Synthesize relevant information from primary and secondary sources and present it in a logical sequence.
- Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA).
- Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.
- Demonstrate ethical use of the Internet.
History and Social Science
The student will apply social science skills to understand the concepts of democracy by
- recognizing the fundamental worth and dignity of the individual;
- recognizing the equality of all citizens under the law;
- recognizing what defines a citizen and how noncitizens can become citizens;
- recognizing majority rule and minority rights;
- recognizing the necessity of compromise; and
- recognizing the freedom of the individual.
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
- synthesizing evidence from artifacts and primary and secondary sources to obtain information about events in Virginia and United States history;
- using geographic information to determine patterns and trends in Virginia and United States history;
- interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in Virginia and United States history;
- constructing arguments, using evidence from multiple sources;
- comparing and contrasting historical, cultural, economic, and political perspectives in Virginia and United States history;
- explaining how indirect cause-and-effect relationships impact people, places, and events in Virginia and United States history;
- analyzing multiple connections across time and place;
- using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
- identifying the rights and responsibilities of citizenship and ethical use of material and intellectual property; and
- investigating and researching to develop products orally and in writing.
Other Related Standards
FCCLA National Programs
Families First: Families Today
Families First: Meet the Challenge
Families First: You-Me-Us
Financial Fitness: Protecting
Power of One: A Better You
Power of One: Family Ties
Power of One: Working on Working
STOP the Violence
Student Body: The Resilient You
FCCLA: STAR Events (2019)
National Programs in Action
Public Policy Advocate
National Standards for Family and Consumer Sciences Education
Analyze professional, ethical, legal, and safety issues for human service employees.
Analyze harmful, fraudulent, unethical, and deceptive human services practices.
Demonstrate professional and ethical behavior with peers in a variety of settings.