Due to recent mandates of the 2015 Council on Social Work Education (CSWE) Educational Policies and Accreditation Standards, social work ethics education has received considerable attention. These standards have increased the focus on ethical education requirements in bachelor’s and master’s curricula. However, research regarding approaches that undergraduate institutions use to implement the required content remains limited. The purpose of this qualitative study was to examine ethics education requirements in the syllabi from practice courses at CSWE-accredited undergraduate social work programs. Common morality theory and curriculum theory were theoretical frameworks that guided examination of the phenomenon. Data were collected from 51 syllabi at public and private institutions for the content analysis of ethics curriculum from 19 bachelor-level social work programs in the Southeast region of the United States. Data were analyzed using open coding. Findings were organized into patterns related to CSWE Competency 1 and practice behaviors in course syllabi, course content, and dimensions. Findings indicated that programs demonstrated frequent representation of CSWE Competency 1 and practice behaviors related to ethics content in methods courses. Programs most frequently represented Competency 1 and practice behaviors through course readings, assignments, class activities, and case studies. The findings may contribute to positive social change through furthering the commitment to ethics education in undergraduate social work programs and to student preparedness for ethical practice with contemporary social work challenges.
|Advisor:||Rice, Debora S.|
|Commitee:||Yick, Alice G., Hogan, Sean R.|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 82/9(E), Dissertation Abstracts International|
|Subjects:||Higher education, Social studies education, Curriculum development, Social work|
|Keywords:||Ethics curriculum, Undergraduate programs, Council on Social Work Education|
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