Module Details

Module Code: ETHI C4701
Module Title: Ethics and Human Rights
Title: Ethics and Human Rights
Module Level:: 8
Credits:: 10
Module Coordinator: Janette Davies
Module Author:: Veronica Kelly
Domains:  
Module Description: The central aims of this module are to help students to reflect critically on the moral values that are implicitly or explicitly appealed to in the practice of social care, and to enable them to think more clearly about the moral issues and dilemmas that arise in social care work.
 
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Critically analyse the central values that inform social care practice.D1.-Pr.5; D1.-Pr.14;D4.P1; D4, P2; D.5-Pr.2; D.5-Pr. 2
LO2 Evaluate ethical theories as they relate to social care. D1-Pr.11; D.1-Pr. 12; D5-Pr.2; D4,P1.
LO3 Apply human rights frameworks and principles (including children's rights) to the practice of social care. D.1-Pr 1; D1.-Pr.3; D.1-Pr.11; D1-Pr.8; D1-P15, D2-Pr19; D.5-Pr.8; D5.-Pr. 9; D.5-Pr.15
LO4 Explain and evaluate the role of codes of ethics. D.1-Pr.1; D1.-Pr.7, D4, P3.
Dependencies
Module Recommendations

This is prior learning (or a practical skill) that is recommended before enrolment in this module.
No recommendations listed
Co-requisite Modules
No Co-requisite modules listed
Additional Requisite Information
No Co Requisites listed
 
Indicative Content
Social Care Values
What are moral values? Some core social care values: e.g. dignity, respect; care; equality; freedom and autonomy; empathy; human rights, sustainability (D1.-Pr.5; D1.-Pr.14; D.5-Pr.2; D.5-Pr. 2)
Ethical Theory and Social Care
The purpose of ethical theories; Indicative theories: Kant and the ethics of duty Bentham, Mill and utilitarian ethics Aristotle and virtue ethics Ethics of care (e.g. Noddings, Gilligan, Held, Kittay) Theories of social justice, e.g. Capabilities Approach (Sen, Nussbaum), Rawls and distributive justice; Franz Fanon. (D1-Pr.11; D.1-Pr. 12; D5-Pr.2;)
Human Rights
What are human rights? What are children's rights? Justifications for human rights; International human rights instruments, e.g. UNCRC, UNCRPD Applications of human rights, including children's rights, in social care. The Lundy model and social care. Human rights and the climate emergency The challenge of collective and intergenerational rights (D.1-Pr 1; D1.-Pr.3; D.1-Pr.11; D1-Pr.8; D2-Pr19; D.5-Pr.8; D5.-Pr. 9; D.5-Pr.15)
Professionalism and Codes of Ethics
What are professional ethics? The purpose and function of codes of ethics Codes and professionalism; Codes of ethics for social care professionals; Approaches to ethical decision-making in professional practice. (D.1-Pr.1; D1.-Pr.7; D1.-Pr.5; D1.-Pr.14; D.5-Pr.2; D.5-Pr. 2)
Module Content & Assessment
Assessment Breakdown%
Project60.00%
Practical40.00%

Assessments

Full Time

Continuous Assessment
Assessment Type Project % of Total Mark 60
Timing n/a Learning Outcomes 1,2,3
Non-marked No
Assessment Description
A project in which students will critically analyse, reflect upon and present on the application of human rights (including children's rights) to social care practice. D1.-Pr.5; D1.-Pr.14;D4.P1; D4, P2; D.5-Pr.2; D.5-Pr. 2 D1-Pr.11; D.1-Pr. 12; D5-Pr.2; D4,P1.D.1-Pr 1; D1.-Pr.3; D.1-Pr.11; D1-Pr.8; D1-P15, D2-Pr19; D.5-Pr.8; D5.-Pr. 9; D.5-Pr.15
Assessment Type Case Studies % of Total Mark 40
Timing n/a Learning Outcomes 2,3,4
Non-marked No
Assessment Description
Students will be asked to evaluate and reflect upon relevant ethical values, theory and codes of practice.D1-Pr.11; D.1-Pr. 12; D5-Pr.2; D4,P1.D.1-Pr 1; D1.-Pr.3; D1-Pr.8; D1-P15, D2-Pr19; D.5-Pr.8; D5.-Pr. 9; D.5-Pr.15D.1-Pr.1; D1.-Pr.7, D4, P3.
No Project
No Practical
No End of Module Formal Examination

SETU Carlow Campus reserves the right to alter the nature and timings of assessment

 

Module Workload

Workload: Full Time
Workload Type Workload Category Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Independent Learning Time Non Contact D1: 1,3,5,7,8,11,12,14,15 D2: 19 D4:1,2,3, D5: 2,8,9,15 15 Weeks per Stage 13.47 202
Lecture Contact D1: 1,3,5,7,8,11,12,14,15 D2: 19 D4:1,2,3, D5: 2,8,9,15 12 Weeks per Stage 4.00 48
Total Weekly Contact Hours 4.00
 
Module Resources
Recommended Book Resources
  • Banks, S.. (2012), Ethics and Values in Social Work, 3rd Ed. Palgrave Macmillan.
  • Baptiste, N & Reyes, L.. (2005), Understanding Ethics in Early Care and Education, Pearson Merill Prentice Hall.
  • Butler, Clarke. (2008), Human Rights Ethics 'A Rational Approach', Purdue University Press.
  • CORU. (2017), Social Care Workers Registration Board Standards of Proficiency for Social Care Workers.
  • CORU. (2019), Social Care Workers Registration Board Code of Professional Conduct and Ethics.
  • Charleton, M.. (2014), Ethics for Social Care in Ireland: Philosophy and Practice, Gill and Macmillan: Dublin.
  • Driver, J.. (2007), Ethics The Fundamental: Fundamentals of Philosophy., Blackwell Publishing.
  • Leathard, Audrey and McClaren, Susan.. (2007), Ethics: Comtemporary Challenges in Health and Social Care., The Policy Press GB.
  • Dahlberg,G. Moss,P.. (2005), Ethics and Politics in Early Childhood Education Chapter 3 and 4., Routledge Falmar.
  • Fanon, F. (Markham, C. L. - Trans),. (1952), Black Skin, White Masks,, Pluto., London,.
  • Fanon, F. (trans. by Philcox, R.). (1961), The Wretched of the Earth,, Grove Press., New York,.
  • Newman, L. and Pollnitz, L.. (2005), Working with children and families: Professional, legaland ethical issues., Frenchs Forest, NSW: Pearson Education Australia..
  • Newman, L. and Pollnitz, L.. (2002), Ethics in Action. Introducing the Ethical Response Cycle., Australian Early Childhood Association.
  • Nussbaum, M.. (2013), Creating Capabilities: the Human Development Approach, Belknap Press.
  • Nussbaum, Martha C.. (2000), Women and Human Development: The Capabilities Approach, Cambridge University Press, Cambridge.
  • Nolan, A.. (2020), ‘Poverty and child rights’, .in Todres and King (eds), Oxford Handbook of Children’s Rights., OUP, Oxford/New York.
  • Parrot, Lester.. (2006), Values and Ethics in Social Work Practice, Cromwell Press.
  • Pattison, S. and Pill, R. (2004), Values in Professional Practice: Lessons for Health, Social Care and Other Professionals, Radcliffe Publishing.
  • Sen, A.. (1999), Development As Freedom, New York: Knopf.
  • Singer, P.. (1994), Ethics (Oxford Reader), Oxford University Press, Oxford.
  • Shiva, Vandana. (2005), Earth Democracy: Justice, Sustainability and Peace., Zed Books, London.
  • Shava, S.. (2013), ‘The representation of indigenous knowledges’, in Stevenson, R.B., Brody, M., Dillon, M.J. and Wals, A.E.J. (eds), International Handbook of Research on Environmental Education., Routledge,, New York, p.384-93.
  • Shier, H.. (2019), ‘An analytical tool to help researchers develop partnerships with children and adolescents’, In Berson, I., Berson, M. and Gray, C. (eds), Participatory methodologies to elevate children’s voice and agency., Information Age Publishing.
Recommended Article/Paper Resources
  • Bhargava, R. (2013), 'Overcoming the Epistemic Injustice of Colonialism',, Global Policy, Vol. 4, No. 4,.
  • Garrett, P. G.. Against Stultifying Classifications, for a ‘New Humanism’: Frantz Fanon’s Contribution to Social Work’s Commitment to ‘Liberation’,, The British Journal of Social Work.
  • Martínez Sainz, G.. (2018), ‘Building professional agency in human rights education: translating policy into practice’, International, Journal of Human Rights Education, 2, (1).
  • Lundy, L. and Martínez Sainz, G. (2018), ‘The role of law and legal knowledge for a transformative Human Rights Education: addressing violations of children’s rights in formal education’., Human Rights Education Review,, 1(2),.
  • De Leuw, R., Little, C. and Rix, J.. (2020), ‘Something needs to be said – some thoughts on the possibilities and limitations of ‘voice’’,, International Journal of Educational Research,, 104,
    https://doi.org/10.1016/j.ijer.2020.1016 94
  • Forde, C., Horgan, D., Martin, S. and Parkes, A.. (2017), ‘Children and young people’s participation in the community in Ireland: experiences and issues’,, Irish Journal of Applied Social Studies, 17 (1),, p.3 -16.
  • Lundy, L.. (2007), 'Voice' Is Not Enough: Conceptualising Article 12 of the United Nations Convention on the Rights of the Child, British Educational Research Journal,, Vol. 33, No. 6.
Other Resources
  • HIQA and Safeguarding Ireland. (2019), Guidance on a human rights-based approach to care and support in health and social care services., Dublin, HIQA.
  • CORU. https://coru.ie/files-codes-of-conduct/s cwrb-code-of-professional-conduct-and-et hics-for-social-care-workers.pdf.
  • http://www.capabilityapproach.com/.
  • http://www.iascw.ie/.
  • http://www.iasw.ie.
  • http://www.bera.ac.uk/publications/pdfs/ ETHICA1.PDF.
  • http://www.unhchr.ch/html/menu2/hrissues .htm.
  • http://www.un.org/en/documents/udhr/.
  • Human Rights Quarterly.
  • Journal of Human Rights.
  • International Journal of Human Rights.
Discussion Note: