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ethics and values
Transcript of ethics and values
Ethics originated from the Greek word ethos and is concerned with what is good for individuals and society. The school was practising its nativity play as the event was drawing ever closer. Three children, all of the same family were exempt from the nativity play rehearsals due to their religious beliefs. The children were supervised by myself in a room just off of the school hall, where they were left to play freely. The children would join in with the nativity songs but were worried that they may get in trouble if their parents were to find out. They were encouraged to play independently in the room with me supervising but it was identified that they would preferably be with their classmates. The Dilemma Proffessional/schools Values Personal Values Parents Values Values to Consider The Humans Rights Act (1998)
Outlines fundamental rights that individuals in the United Kingdom have access to, such as; ‘right to an education’ and ‘freedom of thought, conscience and religion’ (EHRC, 2010).
The Every Child Matters Framework (2003)
The settings practice should reflect the outcomes of the Every Child Matters framework and subsequently aim to improve the outcomes of young children (DCSF, 2003). Related Legislation Primary School Equality Policy The siblings could be supervised by an employed member of staff in an alternative classroom which is not located near the school hall. Additionally the children could be provided with age appropriate activities, rather than being left to independently entertain themselves.
This outcome links to deontological ethics, which is also known as duty ethics and is based on the concept that we should act in accordance of policies and regulations (Beckett and Maynard, 2005). The school could arrange a meeting with the siblings parents and outline the issue. It could be suggested that due to the problems arising with the nativity play, the children may be better off being cared for out of school during rehearsals and final preparations leading up to the play itself.
This outcome relates to teleological ethics, which is based on the theory that the rightness of an action, is determined by the consequences and the final result (Beckett and Maynard, 2005). The other children within the school, could be provided with opportunities to learn about the Jehovah Witness religion, to ensure that the siblings feel accepted and are treated equally within the school environment. They could also be cared for in an alternative part of the school by an employed member of staff and be provided with structured activities.
This outcome links to utilitarianism which is based on the theory that the moral worth of an action, is determined by the positive impact that it has on everyone involved (Beckett and Maynard, 2005). The school could leave the situation as it is and not contact the parents. Using
The Seedhouse Grid... What Solution have you chosen? Write your answer down Why? The actual outcome... Is this the best solution? Plus Model Equal Opportunities is about ensuring that every member of the school
community is regarded as being of equal worth and importance, irrespective of
culture, race, gender, trans gender, sexual orientation, learning abilities, sensory
or physical impairment, social class or lifestyle; it is about recognising
differences, meeting individual needs and taking positive action, so that everyone has equal access to the educational opportunities offered by the school; it is also about regularly monitoring that each child has the opportunity to achieve. Aims • an entitlement to equal access and participation in all appropriate aspects of school life for every child. • an awareness of the inequalities of opportunity that exist in society and
the determination that these shall not be replicated/perpetuated in school. • a recognition and valuing of the diversity of cultures, languages,
religions, opinions and beliefs in society. We are aware of the balance of time and attention we give to all the children so that their needs are met. This solution links to paternalsim which is behavior by a person or organisation which limits a persons autonomy for their own good (Dworkin, 2002). My Chosen Solution.... Meets my personal values
Parents Values Personal Values... Trust
Reflective Personal Views ... I did not feel comfortable supervising the children on my own as I was not an employed member of staff. I felt that the children should have been provided with appropriate activities as they are entitled to a good education, additionally their religious beliefs should have been considered well before this dilemma so that better preparations could have been made for the siblings. Due to being less experienced I did not question this dilemma at the time. Policies
Self Values Are ethical frameworks that can additionally be used to find a solution. The decision making device, comprises of four layers.
It is used to remind us to consider factors that may affect decisions and therefore aims to produce clear explanations, for the decisions that we reach (Seedhouse, 1998). ...Find the most fitting resolution to the dilemma Best for everyone involved References Beauchamp and Childress Respect for autonomy Beneficence Non maleficence Justice Due to the nature of confidentiality and the safeguarding of children, the names of the siblings and school will be omitted from this presentation. Confidentiality & Safeguarding Parents Values Jehovah’s Witnesses recognise the right of others to hold their own views and schools should therefore do the same towards them, in a matter of equality and respect. Therefore, if a school is uncertain about anything concerning Jehovah's Witness children, their parents should be contacted at an early stage so that possible misunderstandings can be evaded. When lessons are about Christmas, Jehovah's Witness parents would not want their children to be involved as this is not an occasion they celebrate. Key activities which may take place in a school such as a Nativity Play would be unacceptable for their children. However, painting a snow scene or looking at a winter topic as a replacement would be seen acceptable.
(Stewart, 2013) (RyersonUniversity, 2013) (UKSEN, 2013) • BBC. (2013) Ethics: a general introduction, [online], Available at: http://www.bbc.co.uk/ethics/introduction/intro_1.shtml (Accessed: 24/01/13).
• Beckett, C and Maynard, A. (2005) Values and Ethics in Social Work: An introduction, London: Sage Publications Ltd.
• DCSF. (2003) Every Child Matters: Green paper, Nottingham: DCSF.
• Dworkin, G. (2002) Paternalism, [online], Available at: http://plato.stanford.edu/entries/paternalism/ (Accessed: 31/01/13).
• EHRC. (2010) The Humans Rights Act, [online], Available at: http://www. equalityhumanrights.com/humanrights/what-are-humans/thehumanrightsact (Accessed: 21/01/13).
• Pattison, S. (2004) ‘Understanding Values’, pp 1-13, in Pattison, S and Roisin, P. Values in Professional Practice: Lessons for Health, Social Care and Other Professionals, Oxon: Radcliffe Publishing Ltd.
• Ryerson University. (2013) Online Resources for Sample Ethical Decision Making Models, [online], Available at: http://www.ryerson.ca/content/dam/ethicsnetwork/downloads/model_J.pdf (Accessed: 29/01/13).
• Seedhouse, D. (1998) Ethics The Heart of Health Care, (2nd edn), Chichester: John Wiley and Sons.
• Stewart, D. (2013), Children's Activities as a Jehovah's Witness, [online], Available at: http://www.ehow.com/info_7982183_jehovahs-witness-children-activities.html (Accessed: 31/01/13).
• UKSEN. (2013) Ethical Issues, [online], Available at: http://www.ukcen.net/index.php/ethical_issues/ethical_frameworks/the_four_principles_of_biomedical_ethics (Accessed: 29/01/13).